This ismost successfully used alongside a choice board. Therefore the now or first becomes the activity and the next or then becomes the choice board symbol.
You will need to ask your speechand language therapist if involved whether the child responds bestto symbols little line drawings or photos. Ifthe child can respond to symbols this is therefore easier to resource. Packages such as Boardmaker and Communicate in Print are available to generate the symbols you need.
Otherwise you might take photos of the activities for the child. Many of the boards and visual timetable resources are available on our site to download for free.
Do take a look. Research shows that many autistic people struggle to understand the nuances of verbal language, processing language at the speed of a typical teacher speaking and understanding the inference of language.
Visual support enables the pace of instructions and information to be processed at their own pace and are available to go back to. One of these is a visual timetable or schedule that sets out the routine and expectations of the day. Here are some of the main teaching opportunities: Developing memory and recall skills. Seeing the structure of the day can help with memory skills for children who think better in pictures than in verbal language. Teaching organisation and independence skills.
The child should be managing their own timetable. That means self-checking what they should be doing and where they should be, managing the taking off of the symbols and putting them in the finished pocket themselves. Developing working memory skills — seeing what is on the timetable can make recalling what has been done in other lessons easier. This can be supported by a lesson schedule or subject diary.
Executive functions such as planning, predicting, monitoring and timing can sometimes be difficult for autistic pupils. Less reliance on an adult prompt. There can be a learned helplessness when a child gets too used to an adult verbally promoting them all the time.
This is why know how and where to check something for themselves is a good skill to have. This will help them with decision-making and negotiating skills. You must ensure that there are lots of opportunities within the timetable for free-choosing of activities by the children and to allow free-flow between the indoor and outdoor environment.
You will need to develop a sign or a symbol to show the children that a task has finished and that you want them to move on to the next one on the timetable. There are lots of different ways of making a visual timetable and this will depend on the space you have available within your provision, how flexible you need the timetable to be for example, will it need to be altered daily or weekly?
Is the timetable for a session, a day or the whole week? You can download images free of charge from a number of early years or special needs resources websites or you can design your own, using images or photographs.
You can also download free software that allows you to design and personalise a visual timetable and then print it. The advantage of photographs is that the children will more readily recognise the images as they are from their own environment.
Laminating the individual images will make them more durable and save a lot of time and money by not having to continually replace them. You may wish to use just an image or to add the word or brief description of the activity underneath. This will help children to link words to pictures and writing.
You can use a felt board stuck to the wall or portable with Velcro stuck to the rear of the laminated images. Alternatively, you can put up a Velcro strip on the wall, either horizontally or vertically. Another option is to use plastic wallets mounted to the wall for example, hole-punched wallets used in ring-binders.
Position them together in a row and then the pictures or photographs can be dropped into the top of the plastic wallets. You can also hole-punch the laminated images and thread a ribbon or cord through each one.
These can then be used to hang on hooks within the provision. Visual timetables can be made to fit in with the current theme or topic within the provision, or pick up on the interests of the children who will be using it. This will help to maintain the interest and use of the timetable. If you are making a visual timetable for an individual child, you may wish to make it small enough for him or her to carry around.
This is especially helpful for children when they are not in their normal environment or out on trips. The pictures can be whole-punched and then put in the right order.
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