Should visual supports be faded?

The format of the support can change over time as students' abilities grow and change - for example, pictures paired with words, for a whole class visual schedule, may be needed in the beginning.  Over time, depending on grade level/literacy level, photos may be faded and written words may become the focus.  Remember written words, where there is comprehension ability, are visual supports.

What if some learners have mastered the content of a visual support and others have not?

If your room does not contain too many visuals (visual distraction or clutter), the visual support should stay in place.  Continue to reference it and model its use.  Students who mastered the use of some visuals in their classrooms reported still finding it comforting that the visual support was present "in case I need it."

If majority of the learners have mastered a visual support, and visual space is needed in the room, consider taking a photo of the co-created visual and putting it into a small photo album, binder or duotang, for reference.

What is most important about implementing visual supports?

Think about the acronym ICE:  

Intentionality - have a purpose for the visual support

Co-creation - make the visual support with your learners

Explicit teaching - model how to use the visual and explain when it can help the learners; reference the visual often

Remember to move visuals around the room to renew student interest

What do teachers or schools need to be successful in using visual supports as a Tier 1 intervention?

Refer to Planning for Success portion of this website.

I am interested in talking more with the researcher, in asking something about the research, or in proposing a research collaboration, in asking the researcher to talk with my staff/group - who do I contact?

Reach out to powerofvisuals@outlook.com