Keys to Successful Implementation of Visual Supports

Keys to the Successful Implementation of Visual Supports as a Tier 1 Intervention

• 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 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).

Video: Keys to Success 

(Intentionality, Co-Creation, Explicit Teaching)