Don’t forget to hop over to check out A Special Sparkle, our new collaborative special education blog. Great stuff with lots of freebies this week.
Just a couple more posts in the visual schedule series to round it out. Before my marathon of posts about mini-schedules, I talked about the use of individual schedules to navigate the transitions of the day. One of the things that I often see get left out of the instruction process of individual schedule is a way to help the student connect the visual to the place he or she is going. It is important to remember that schedules are not always intuitive to the student; just giving him a schedule does not assure he knows how to use it. He has to be taught.
Using Visual Schedules
For many students using schedules, one of the areas they haven’t learned is what the visuals mean about where to go or what to do. A picture without meaning is fairly useless. Over the years, I have seen many instances where a student has a schedule and she goes through the motions of checking it by taking off the visual as a task is completed. However, when given a new routine, she doesn’t know what to do or where to go when she checks her schedule. This is a good sign that the visuals are not concrete or meaningful to her. Just moving the visual to a finished envelope at the bottom of the schedule is not meaningful for many students. Enter check-in stations. In the picture on the left you see a number of examples from photos of the teacher on the outside of an envelope, to plastic envelopes, to boards and folders.
What is a check-in station?
Until next time,