Visual Schedules
The issue:
Christopher experiences difficulties managing a change in routine, or an unexpected course of events. He will become stressed and overwhelmed when he does not know what activity is next. Learning is hindered and not only does it stress the individual, but also the teacher, and parents.
Christopher experiences difficulties managing a change in routine, or an unexpected course of events. He will become stressed and overwhelmed when he does not know what activity is next. Learning is hindered and not only does it stress the individual, but also the teacher, and parents.
The Artefact:
A visual schedule includes a line of all the upcoming major transitions of activities/subjects/events during the day. Objects, photographs, icons or words are used within the schedule. The schedule should always tell the student exactly where they should be, and when. They are specifically made to suit the individual needs of the particular student, so may be any length or form. (Hume, 2009). To help the student further, a circle should be on the activity that is currently underway 'Now', and an arrow pointing to the next activity saying 'Next'. This breaks the day down into small manageable tasks/steps.
A visual schedule includes a line of all the upcoming major transitions of activities/subjects/events during the day. Objects, photographs, icons or words are used within the schedule. The schedule should always tell the student exactly where they should be, and when. They are specifically made to suit the individual needs of the particular student, so may be any length or form. (Hume, 2009). To help the student further, a circle should be on the activity that is currently underway 'Now', and an arrow pointing to the next activity saying 'Next'. This breaks the day down into small manageable tasks/steps.
'Class visual schedule' created by Teaching: Tomorrow: http://tomorrowspecialeducation.blogspot.com.au/2012/07/daily-5-chapter-3.html
'Visual Schedule' created by Amy Fenton Lee: http://theinclusivechurch.wordpress.com/2010/10/03/teaching-children-with-autism-the-tangibles/
'Visual Schedule' created by Amy Fenton Lee: http://theinclusivechurch.wordpress.com/2010/10/03/teaching-children-with-autism-the-tangibles/
How the Artefact will help the issue of managing change:
When a teacher verbally tells the students the upcoming events, they may find it difficult to remember and comprehend all the information. And if the student then forgets that information, there is nothing concrete for them to refer to. (Hume, 2009). Therefore, having a visual schedule helps the issue of managing change by assisting with comprehension, a new channel for learning, being easily accessible to remind student throughout the day. As a bonus, they will help the student rely less on adult prompts and cues, becoming more independent. (Hume, 2009). They will "...foster feelings of independence and security, these feelings of security lead to a decrease in stress and anxiety as well as a decrease in challenging behaviors." (Dodd, 2005, p.230). As a result of decreased stress, and a predictability in their daily/weekly routines by having the visual schedule available for them to refer to throughout the day, learning will be easier and they will show more interest (Dodd, 2005). Having the Visual schedule both at school and at home will also help parents and teachers. Rao and Gagie (2006) provide an overview of the benefits of using visual schedules for students with Autism:
- They can make abstract concepts more concrete
- They enable the student to focus on the message
- They can reduce anxiety
- They will attract and hold attention
- Visuals are a part of everyone's communication system