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A visual schedule is a critical component of a structured environment.
What type of schedules do you use with students in your classroom?
Schedules—Guided Notes
Answer the question of:
When will we break for lunch? When do I get to go home today?
When is Christmas break, spring break, and all other days off of school?
When?
Schedules
A schedule shows a student what activities will occur and in what sequence.
Schedules provide a and reference for students.
Schedules are to meet the unique learner characteristics of each student.
visually
concrete constant
individualized
Benefits to using a Schedule
Schedules can reduce anxiety for students by making the environment .
Schedules can be for students by providing specific time for preferred activities.
Schedules teach through a change in activities or in the sequence of events.
Schedules can by focusing on the schedule rather than the teacher.
predictablemotivating
flexibility
reduce power struggles
Benefits to using a Schedule
Schedules support students that have difficulty with and .
Schedules assist students with language comprehension difficulties to what is expected of them.
Schedules assist students in between activities
and environments.
sequential memoryorganization of time
understand
transitioningindependently
Visual Support Hierarchy
Let’s ReviewSymbol Hierarchy
Objects Object Symbols Facsimiles – photographs True object based icons (TOBI) Line drawings▪ Colored▪ Black and white
Words
Concrete
Abstract
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
Created by FDLRS Action; adapted from Division TEACCH
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
representational
objectphotograph
line drawing
words
Created by FDLRS Action; adapted from Division TEACCH
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
representational
object
first/next
photograph activity
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
top to bottom
representational
object
first/next left to right
photograph activity
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
top to bottom
match/carry cue
to locationrepresentation
alobject
first/next left to right put cue in “finish” pocket
photograph activity check ormark off
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
top to bottom
match/carry cue
to location
stationary
representational
object
first/next left to right put cue in “finish” pocket
portable
photograph activity check ormark off
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functionalobject
teacher directed
top to bottom
match/carry cue to
location
stationary teacher guided
representational object
first/next left to right put cue in “finish” pocket
portable verbal cue only
photograph activity check or mark off
Student/peer
guidedline drawing part day Object,
picture, word cue
cardwords full day Environmen
tal cue/ student initiatedCreated by FDLRS Action; adapted from Division TEACCH
Let‘s Practice
Visual Support
Length
Organization
Manipulation
Location
Transition
line drawing
activity
top to bottom
check or mark off
stationary
verbal cue student/peer guidedenvironmental/ student initiated
Let’s Practice
Visual Support
Length
Organization
Manipulation
Location
Transition
line drawing
full day
top to bottom
Put cue in “finish” pocket
stationary
teacher guidedverbal cue student/peer guidedenvironmental/ student initiated
Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
“secondary schedule”From Boardmaker in AS folder
My Turn:Individual Student Schedules
Reflect:Self-monitoring checklistfor classroom scheduling& individualstudent schedules
