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Documente Cultură
Visual Schedules
Rationale: Object and visual scheduling is used to help facilitate communication and help students transition from one activity to another Definition: A strategy that uses tools that includes: concrete items, pictures, symbols, and printed words. This strategy is effective in enhancing the understanding of language and environmental expectations.
How and when it may be beneficial: Throughout the entire day During transitions When the student is off task.
Why use Visual Schedules? Visual schedules help provide language and environment structures. They can also greatly decrease anxiety and stress levels of students and help increase independence in the students. This strategy can also improve appropriate behaviors.
Logan Hayley
Extension As students become more familiar with the schedule the teacher can progressively start pulling back by allowing the student to place the schedule in order on their own (by using pictures or the objects) or adding on different task.
References
Trief, E., Cascella, P., & Bruce, S. (2013). A Field Study of a Standardized Tangible Symbol System for Learners Who Are Visually Impaired and Have Multiple Disabilities. Journal Of Visual Impairment & Blindness, 107(3), 180-191. Texas School for the Blind and Visually Impaired. (2010). Tactile symbols directory to standard tactile symbol list Retrieved, from http://www.tsbvi.edu/tactile-symbols Breitfelder, L. (2008). Quick and Easy Adaptations and Accommodations for Early Childhood Students. Teaching Exceptional Children Plus, 4(5), 1-15. Thelen, P., & Klifman, T. (2011). Using Daily Transition Strategies to Support All Children. YC: Young Children, 66(4), 92-98.
Documentation It can be documented by simply taking notes on the progress of the student.