![]() Place the visual where the student can see it easily.Teach them how to remove a picture when it is finished (or tick it off). Show the visual schedule to the student.Some teachers find it helpful to laminate visual schedules and pictures to make them more durable. Pictures or photos can be printed separately and stuck to the schedule using blu-tack, Velcro or similar. It is often best to create a blank schedule that you can put pictures on and take them off as needed. a photo of the hall to show assembly time). You might need to take photos of specific tasks or places (e.g. Source photos, pictures or other materials from your own photos, online photo or picture sites or by hand drawing the pictures.Write down what you want to put in the visual support.This could involve ticking them off or removing the pictures and putting them in a finished box. You should design the visual so that you (and the student) can see when items have finished.the 2 steps in a transition or a visual list of activities to help promote independence in a work session. Decide what you want to communicate to the students, e.g.This could include transitions and other times of the day or week that are stressful for your students. Identify time/s of the day when visuals are needed.Steps in creating visual schedules include the following. a first – next visual), a session (3–4 tasks) or a whole day. Use your knowledge of the student’s attention and comprehension to decide how much information to present. ![]() ![]() a photo of the assembly hall will be more recognisable than a generic picture of a school hall. Most of the time photos are easier to understand than pictures, e.g. Work with a speech pathologist if needed. The symbols you use should be based on what the student understands. Choose the type of symbol to use (words, pictures, photos or a combination).Visual schedules can help to reduce anxiety and confusion and to increase independence. Visual schedules can provide information about: Visual schedules (also known as visual timetables) provide visual information (real objects, photographs, pictures or words) about planned events. It can also mean that they don't understand when positive or preferred activities are happening as well. These difficulties can leave students feeling anxious about what is happening, particularly when they are worried about activities they don't like or find stressful. This can be true even if they have good hearing skills or good memory skills. Students with communication difficulties can have problems understanding and remembering what is happening and what is expected of them. Most of us find it useful, if not essential, to have a diary or calendar that reminds us of what is happening in our lives and what we need to do.
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