Keys to Successful Implementation of Visual Supports as a Tier 1 Strategy
Use of clear, explicit instruction (with modeling and visual supports incorporated), followed by hands-on activities (that include visual supports and/or visual materials) in small, heterogeneous groupings, alongside the chance for oral conversation, will lead to a high degree of student engagement.
It’s the visual itself, not its beauty or perfection that is helpful (can be done quickly in the moment and built upon or beautified later).
Explicitly teach and model the use of the visuals in the room (from the perspective of the student - think-alouds and modeling).
Be intentional about what visuals are up - nearly blank walls at the beginning of the year.
Students should help create visuals (co-creation).
Be aware that students use environmental print, like labels, that you have in the room even if these labels are intended for staff organization rather than learner use.
Move visuals around in the space and revisit them through the year (students habituate to some things being up on the walls; movement of a visual support renews student attention to it).
With regard to placement of visuals in the room, consider where the most learners are positioned while working on a particular type of task - e.g. can learners see the word/sound walls while writing? Can learners see the numeracy supports during Mathematics? (Out of sight, out of mind).
Balance - too many visuals can be overwhelming.
Pair visuals with oral directions to build independence.
Pair visuals with explicit teaching of expected routines or increased student independence.
Prime the visual supports available to support learners before leaving them to a lesson (doing so also increases peer-to-peer prompting using a visual support).
The Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention Study was funded by McDowell Foundation and was supported by Regina Public Schools. For additional information, including key findings, please see Summary of Study Findings - Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention.