Visual supports seven shares


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  • Introductions- Hi My name is…..
  • Raise your hand if you are an auditory learner. Raise your hand if you are a visual learner. Discuss results.
  • A lot of our students feel this way on a daily basis. Imagine if someone keeps talking and talking and you have no idea what they are saying and in the meantime you are becoming more and more stimulated and upset. That is where utilizing visual supports in our learning environments comes in.
  • Give me some examples of visual supports….. I walk down the hall with my hands clasped behind my back to show my students how I expect them to walk.
  • A few things to keep in mind when creating visual supports for your classroom.
  • Various kinds of classroom schedules based on your students needs.
  • Be concise and consistent. Review every day. Praise students following the rules.
  • Washing Hands, Entering the Classroom, Morning Circle
  • Routine visual supports can also be used at home and in the community: Getting ready for school or bed, riding the bus, going to the store.
  • First Then Card, In-Seat or Quiet Mouth reminders, Self-mointoring for studetn, Hearing Aides Checklist, Break Please card
  • Can add texture for visually impaired students. Use color coding for younger students.Fade pictures and words bigger.Visual Boundaries- Use duct tape to create a box, Place student’s picture on the floor for lining up.
  • Feeling board, weekly writing, homework, leisure choices
  • Helps students with choice making; lunch choices
  • What our students hear vs. what we think we are communicating can be vastly different. Another reminder how using visual aides in your classroom can aide communication and cut down on confusion.
  • Visual supports seven shares

    1. 1. Elena Ghonis, Autism Specialist Jennifer Ensley, Special Education Teacher
    2. 2. Visual vs. Auditory Learners Things to remember as educators:  Visual communication is the most effective form of communication for most students!  Children with special needs who experience a communication disorder frequently have behavior difficulties because they are not successful in communicating their wants and needs.  They tend to be visual learners living in a very auditory world.
    3. 3. Visual learner in an Auditory World  Let’s take a brief glimpse into how our students may feel doing an everyday activity. Experience Autism Video
    4. 4. What are visual supports?  Directions, prompts, or cues that you can see.  i.e.- schedules, directions, task analysis, checklist, information sharers, physical boundaries and behavior supports.  Teachers and teacher assistants can also serve as a visual tool by exhibiting expected behaviors  i.e.- greeting a visitor with a handshake, hands by your side while walking in the hall.
    5. 5. A few examples:  Daily and personal schedules  Classroom rules  Bathroom and Hand washing Routines  Behavior supports  Visual cues (Behavior and Learning)  Checklist and organizers  Information sharers
    6. 6. Who benefits from visual supports?  Students of all ages  Teachers  Teacher assistants  Parents  Therapist  EVERYONE benefits!!
    7. 7. Why use visual supports?  Improve student understanding and enhance learning  Decrease student fear and anxieties  Support appropriate behavior  Increase expressive communication  Teach self-regulation and self-management for independence
    8. 8. Where can visual supports be used? EVERYWHERE!!
    9. 9. Bottom line: Visual supports help students with disabilities….  Follow classroom rules  Understand what they are suppose to do  Know what is happening next  Reduce aggressive or self-injurious behavior  Decrease frustration and anxiety  Transition from one activity to another  Gain independence and understand boundaries
    10. 10. Visual Supports In Action
    11. 11. CREATING VISUAL SUPPORTS Remember: K.I.S.S. KEEP IT SIMPLE SILLY Trial and Error Individualization
    12. 12. Daily and Personal Schedules  Provides students with the sequence of the days events.  Make sure to include regular activities as well as something new like a field trip.  Identify students level of learning: object, picture, or words.  Classroom and individual student schedules.
    13. 13. Classroom Schedules
    14. 14. Individual Schedules More Individual Schedules
    15. 15. Steps to Creating Schedules 1- Divide the day ( room changes, activities, subjects, staff) 2- Name each segment (from the student’s point of view) 3- Select representation system (object, symbols/pictures, or words) 4- Format ( Size, location, time representation, individual or group, or both) 5- Student participation ( cross off, Velcro, pointing) 6- USE THE SCHEDULE( follow it, refer to it)
    16. 16. Classroom Rules  Visual supports help the student understand what we expect of them and appropriate behavior  Post the rules in a variety of places/modes  Review the rules regularly  Allow appropriate wait times (1,2,3)  Prompt as needed  You may need to institute rules for individual students to address specific problems
    17. 17. Classroom Rules- Variety of delivery methods
    18. 18. Routines (Morning, Bathroom, etc.) Morning Routine 1) Put book bag on the table and open bag. 2) Take folder and lunch out of book bag. 3) Put folder in the basket. 3) Zip book bag. 4) Take off coat. 4) Hang book bag and coat in your cubby.
    19. 19. Routines cont’d ( Home, Community)
    20. 20. Behavior Management
    21. 21. Visual Cues Placed on students desk Placed throughout the classroom
    22. 22. Visual Cues Cont’d
    23. 23. Expressive Communication
    24. 24. Checklist/ Organizers
    25. 25. Information Sharing
    26. 26. Additional commonly used visual supports  Checklist Checklist or “to do” list are good support for helping a student remember a sequence of behavior. Primarily designed for students who are older and who read, they provide visual representation of the parts of an activity that have been completed versus the ones that have not. This allows your student a greater sense of control of activity/environment. You could also create a checklist/ “to do” list using pictures/symbols.  Color coding The purpose of color coding is to either highlight an important feature or to present a category. Highlighters, markers, colored pencils, colored background are all examples of some of the tools you might use to color code instructional material.
    27. 27. Additional commonly used visual supports cont’d  Comic strip conversations Comic strip conversation is a visual tool and can reduce challenging behavior of students with disability who have below average verbal ability. CSC may not be appropriate for students who have not yet mastered the concept of sequencing, or verbal responses between the communicator and listener.  Graphic organizers Used to organize information or thoughts in such a way that a visual learner would be more likely to comprehend and recall the information. They can be simple and contain only a few ideas, or complex enough to visually represent more complicated concepts.  Social stories The goal is to develop in picture/word format, a story about the appropriate use of a target social skill or rule. The story should be written in language to the student’s ability.
    28. 28. Additional commonly used visual supports cont’d  Mnemonics- A technique, such as a rhyme, acronym, or picture, consciously used as an aid in remembering specific information. Examples:  Student may be taught to visualize a “mini soda” to remember the state of Minnesota when studying the United States.  Using your “HEAD” during a conversation; the acronym HEAD stands for Happy voice, Eye contact, Alternate, Distance.  Video modeling It involves videotaping/recoding one or more people modeling the behavior you want to teach; it could be used to model more complex behavior that cannot be readily depicted in a stationary picture. Video modeling can be used to teach social skills, life skills, non-interactive skills, etc.
    29. 29. Things to Remember  When creating visual tools, select what the is easily recognizable to the student  Be clear and concise  Make sure the student understands the system  Include the correct information  Assess and make changes as needed  USE the visual supports!
    30. 30. A Final Funny
    31. 31. Questions, Thoughts & Comments