Method
Participating classrooms were selected from Expressions of Interest. Because four teachers (in three schools) had expressed interest, all were able to participate.
Interviews and Surveys: Teachers completed pre-implementation interviews and/or surveys, mid-implementation group interviews (at the request of participants this interview was conducted as a group discussion as participants had grown comfortable with each other and were comfortable with this model), and post-implementation interviews and surveys. Educational Assistants talked to me during observations about their thoughts and noticings. Administrators each spoke with me at the end of the study (and all reported seeing benefits without reporting any concerns about the study having occurred in their schools).
Classroom Observations: Pre-implementation, mid-implementation, and final observations were undertaken (60 minutes in each classroom) during which the adult direct teaching of visual supports, reference to visual supports, prompting with visual supports, and student independent use of visual supports (when noticed by the researcher) were noted.
Listings of Visual Supports Available: On each researcher's visit to each classroom, the researcher collected a written list of visual supports noted in the environment, and the number of visual supports available was tallied. Teachers also submitted lists of visuals they created and posted during the project.
Photographic Evidence: Photos of all visual supports available in each classroom were collected at each of my three observations in each classroom.
Student Interview Triangulation: During each of my three visits to each of the four classrooms, the researcher interviewed five (or as many students as caregiver consent had been gathered for if less than five) learners about the visual supports they knew were available in the class and how they were used.
Professional Development, Professional Collaboration, and Time to Create Visual Supports: Over the course of the study, teachers each were given three substitute teacher release days. Teachers came together twice, early in the study, as a group to learn about visual supports, their value and their creation, and to create visual supports for their classrooms; teachers each had one additional day to prepare visual supports and fill out post-implementation paperwork related to this study, as well as to conduct their final interview with the researcher. For the final day, two teachers worked within their own schools and two teachers came together at the central office of Regina Public Schools. The gatherings allowed for time for collaboration and during the gatherings, teachers were shown, and inspired by, the photos of other classrooms. Teachers talked about the visual supports they were using and why during the teacher professional development sessions.
Considering Decolonization: Decolonizing our classrooms involves dismantling structures that perpetuate the status quo and addressing unbalanced power dynamics. This study gives opportunities to examine whether there are colonial practices within the ways visuals supports are used in classrooms, and, if so, how use of visual strategies and supports can be decolonized.
Click this link to review Data and Data Summaries.
Focus
A large body of evidence has shown the value of visual supports for autistic learners, other neurodivergent learners, and for learners with developmental disabilities (see pp. 23-29, Summary of Study Findings - McDowell). There is evidence of the benefit of visual supports for English Language Learners. However, less research exists regarding what could be learned by applying the use of visual supports as a Tier 1 (whole class) intervention. Thus, the inspiration for, and focus of, this project.
Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention examined implications of use of class-wide (Tier 1) visual supports in grade 1 and 2 (primary) classrooms though the findings are likely applicable to a large range of grade levels. To collaborate on research of this topic at other grade levels, please feel free to email Mary Barrow, researcher, at powerofvisuals@outlook.com.
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 details on method, please see Summary of Study Findings - Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention.