Teaching Learners with Multiple Special Needs: Daily Schedule Systems

Tuesday, September 8, 2009

Daily Schedule Systems

Visual Schedules

use text or images that are typically used in the students communication systems and/or curriculum by that Mayer-Johnson PCS, Tango Images, Imagine Symbols, clip art, Minspeak/Unity symbols - consistency is key
use the least restrictive means of conveying the schedule
highly recommended in Down Syndrome, Autism and other disabilities where students are typically visual learners
highly recommended for students who have difficulties with transitions
some specialists recommend presenting the entire schedule in the morning and others recommend a first/next or now/next with and all done box approach; data are scare but it is generally believed that so some students a full schedule is too overwhelming and a first/next is easier to cope with; some teachers only present as many schedule items as the student can cope with in a choice making array (i.e. if a student can make choices from a field of four then now and the next four items in the schedule are presented but if the child makes choices from a field of one, an error free field of two or two then first/next is used)
many, many formats can be used, right to left is preferred for pre-readers, but vertical may be useful as well, divided flip charts (I have one of these posted at Adapted Learning) can be used or a whole class schedule can be used if everyone follows the same schedule
consider fading use of the system as you would any other support or fading to a more natural system like a to do list, day planner or a cell phone calendar as to be more like typical peers
many companies sell commercially made visual schedule systems such as AugCom Resources, Silverlining, Enabling Devices and more

Object Schedules A/k/A Calendar Boxes

used for those who are blind, deafblind or pre-symbolic communicators - consistency is key (only know as calendar boxes in deafblind field)
always use the same object for the same activities
use the same objects as are used for communication
objects should be those used in the activity or otherwise be part of the activity (spoon for mealtime - not just any spoon but their spoon or one that is exactly the same) if a real object cannot be used/found (it is too big) use a part of a real object (vinyl to represent the physical therapy mat table or a chain to represent a swing outside); consider having them actually use the item in the calendar box in the activity (bring the spoon to the table and eat with it); try not to use miniatures unless you are sure the student understands them
allow students and families to be part of the process of choosing objects
it is recommended to present objects from left to right (pre-Braille/pre-reading)
there is some debate over attaching or somehow embedding objects into or onto a card or book as this may cause the object to loss meaning as it is loses a dimension, think carefully before you decide to attach objects to tri-wall or some other material, ask yourself, "Will this still be a ____ to this student if it is attached?" (For example is a spoon a spoon to Joey if it is glued to a card?)
some specialists recommend presenting the entire schedule in the morning and others recommend a first/next/all done approach; data are scare (see above)
as symbolic communication emerges grow the system with the vocabulary of the student
use plastic or cardboard shoe boxes attached together and tactically labeled or commercially sold calendar boxes

Texture Symbol Schedules