a visual schedule is a critical component of a structured environment
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A visual schedule is a critical component of a structured environment. What type of schedules do you use with students in your classroom?. Schedules—Guided Notes. Answer the question of: When will we break for lunch? When do I get to go home today? - PowerPoint PPT PresentationTRANSCRIPT
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A visual schedule is a critical component of a structured environment.
What type of schedules do you use with students in your classroom?
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Schedules—Guided Notes
Answer the question of:
When will we break for lunch? When do I get to go home today?
When is Christmas break, spring break, and all other days off of school?
When?
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Schedules
A schedule shows a student what activities will occur and in what sequence.
Schedules provide a and reference for students.
Schedules are to meet the unique learner characteristics of each student.
visually
concrete constant
individualized
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Benefits to using a Schedule
Schedules can reduce anxiety for students by making the environment .
Schedules can be for students by providing specific time for preferred activities.
Schedules teach through a change in activities or in the sequence of events.
Schedules can by focusing on the schedule rather than the teacher.
predictablemotivating
flexibility
reduce power struggles
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Benefits to using a Schedule
Schedules support students that have difficulty with and .
Schedules assist students with language comprehension difficulties to what is expected of them.
Schedules assist students in between activities
and environments.
sequential memoryorganization of time
understand
transitioningindependently
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Visual Support Hierarchy
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Let’s ReviewSymbol Hierarchy
Objects Object Symbols Facsimiles – photographs True object based icons (TOBI) Line drawings▪ Colored▪ Black and white
Words
Concrete
Abstract
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
Created by FDLRS Action; adapted from Division TEACCH
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
representational
objectphotograph
line drawing
words
Created by FDLRS Action; adapted from Division TEACCH
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
representational
object
first/next
photograph activity
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
top to bottom
representational
object
first/next left to right
photograph activity
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
top to bottom
match/carry cue
to locationrepresentation
alobject
first/next left to right put cue in “finish” pocket
photograph activity check ormark off
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functional object
teacher directed
top to bottom
match/carry cue
to location
stationary
representational
object
first/next left to right put cue in “finish” pocket
portable
photograph activity check ormark off
line drawing part day
words full day
Created by FDLRS Action; adapted from Division TEACCH
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Individual Student Schedule Chart
Visual support
Length Organization
Manipulation
Location
Transition
functionalobject
teacher directed
top to bottom
match/carry cue to
location
stationary teacher guided
representational object
first/next left to right put cue in “finish” pocket
portable verbal cue only
photograph activity check or mark off
Student/peer
guidedline drawing part day Object,
picture, word cue
cardwords full day Environmen
tal cue/ student initiatedCreated by FDLRS Action; adapted from Division TEACCH
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Let‘s Practice
Visual Support
Length
Organization
Manipulation
Location
Transition
line drawing
activity
top to bottom
check or mark off
stationary
verbal cue student/peer guidedenvironmental/ student initiated
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Let’s Practice
Visual Support
Length
Organization
Manipulation
Location
Transition
line drawing
full day
top to bottom
Put cue in “finish” pocket
stationary
teacher guidedverbal cue student/peer guidedenvironmental/ student initiated
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Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
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Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
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Your Turn
Visual Support
Length
Organization
Manipulation
Location
Transition
“secondary schedule”From Boardmaker in AS folder
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My Turn:Individual Student Schedules
Reflect:Self-monitoring checklistfor classroom scheduling& individualstudent schedules