Visual Schedules

Tory Shroyer #18

What is a Visual Schedule?

A daily schedule, using visuals, that can help students who have
disabilities anticipate the order of events and activities in the
classroom and help increase their independence.
Visual Schedules use the approach known as first/then.
The schedule cues the child to follow a set routine by first
accomplishing one task before the child moves on to the next
task.
Visual Schedules can be used to:
Illustrate what event or activity is currently taking place.
Show what event or activity is going to occur next.
Indicate when an event or activity is completed.
Identify any changes that are made in the original
schedule.

Who benefits from a Visual Schedule?

Students with Autism

Students with ADD/ADHD
Students with Behavior issues
Students with Developmental Disabilities
Students with Learning Disabilities
All Students

Students with disabilities and without disabilities can benefit from a Visual Schedule
because they can have:

A feeling of empowerment by having visual choices.

Structure in their environment that helps them to be successful.
Eased transitions from one activity to the next.
A clear beginning and ending to a task.
Clearly defined expectations through the use of pictures.
Reduced anxiety by knowing what is going to happen next.
A longer attention span.
Concepts become more concrete.

How do I implement a Visual Schedule in the classroom?

The visual schedule should only include the students largest transitions of their
days.
Within the different activities, mini schedules can be used to add even more
structure to the activity by showing the small transitions throughout the large
activity.
There are many different ways to make a visual schedule. Such as:
- Use a poster board to display the pictures of the activities.
- Use Velcro, clothes pins, clips, etc. to secure the pictures to the display you have
chosen.
- Laminate the pictures.
- Have the word of the activity on the picture as well for students who want to
read the activity.
- Have a large visual schedule in the front of the classroom.
- Have individual schedules for each student on their desks depending on their
needs.
- Have times next to each activity.
- Have an arrow or something that acts as an arrow to display which activity is
currently taking place.

References:
Breitfelder, L. M. (2008, May). Quick and Easy Adaptations and Accommodations for Early Childhood
Students. Teaching Exceptional Children plus, 4(5), 1-15. Retrieved July 16, 2016.
Meagan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011, July). Using Visual Supports
With Young Children With Autism Spectrum Disorder. Teaching Exceptional Children plus, 43(6), 2835. Retrieved July 16, 2016.
Rao, S. M., & Gage, B. (2006, July). Learning Through Seeing and Doing. Teaching Exceptional
Children, 38(6), 26-33. Retrieved July 16, 2016.