Visual and Organizational Supports
05: Daily Schedule
Lets the student see their entire day at one glance. It should be grade appropriate, posted, and used during times of transition and regrouping.Â
Building Classroom
On-line Platform
Introduced at the beginning of the live learning session.
Is referenced and updated throughout the session as tasks are completed
Remote Learning
Lists activities for the entire day.Â
May incorporate home activities
06: Instructional Schedule
On this schedule activities from the daily schedule are broken down into mini-schedules or task analyses.
Building Classroom
On-line Platform
Tasks/Activities are listed step-by-step on on the learning platform or other form of digital presentation (e.g. powerpoint, word doc, videos, etc)
Remote Learning
07: Individual Visual Schedules
These are used for students who have more transitions than are reflected in the daily schedule or who require the daily schedule to be closer to them in order to utilize it. They should be readily available to students who need additional support, reflect students’ needs, abilities, and interests, and students are supported in using them independently during times of transition and regrouping so it is always clear where they are in the schedule.
Building Classroom
readily available to students who have extra activities in their schedule (e.g., OT) apart from the rest of the class or who require a personalized daily schedule (e.g., cannot focus on the daily schedule). Should reflect students’ needs, abilities, and interests, and students are supported in using them independently during times of transition and regrouping so it is always clear where they are in the schedule
On-line Platform
If student has difficulty staying on task or transitioning, school team works with family to implement an individual visual schedule
Remote Learning
Is referenced and updated throughout the session as tasks are completed
08: Transitions
Moving from one activity to the next can be difficult for some students. To help everyone make smooth transitions they should occur with predictable routines, signals or cues.
Building Classroom
Staff says, “Check your schedule” or “what’s next?”
Chime / bell (quiet, non-aversive)
On-line Platform
Remote Learning
09: Independent Transitions
These transitions can be coming from a break, time with ancillary staff, a bathroom trip, etc. To help make these successful, they are supported through the use of visual systems and strategies.
10: Schedule Changes
Disappointment or being caught off guard due to a change in your day can cause stress or confusion. When a schedule changes, they should be addressed with as much advance notice as possible to prepare students and should include specific strategies to reduce distress such as change cards and updating the visual schedule.
11: Visual Supports
Are used to enhance understanding of verbal instructions and expectations, increase engagement, support independence in task completion, and reduce challenging behavior.
Building Classroom
On-line Platform
Remote Learning
12: Self-Management Systems
Can be used to increase engagement or independent task completion and also may reduce challenging behavior. It is important to individualize the system for the students ability and interests.