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