Show Before You Go

One of the things our classroom is working very hard on is integrating use of our visual schedules or calendar boxes. We are trying to adopt the motto of, "Show Before You Go." Since all of our students are dependent, on some level, for mobility within and outside the classroom, we decided that the adult who physically assists the student in moving from one activity to the next is the person who is responsible for carrying out the use of the visual schedule or calendar box.

This seems like a minor point, which adult should demonstrate the visual schedule/calendar box during the transition, but it is not. Our classroom staff works well as a team and we are generally able to move from one activity to the next and incorporate all of the little "between activity" things that need to happen (like removing leg braces, reclining a wheelchair or toileting) without much discussion; yet that was creating as one staff put it a, "too many cooks spoils the soup" situation. We never knew if, when or who had enacted the system. Now that we are clear that who ever physically assists the student to the next area is in charge this is simplified.

What small, but infinitely important things have you and your staff implemented to help in making the day go more smoothly?

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

• used for students who are blind or deafblind and are symbolic communicators
• students should choose textures with staff/family
• otherwise same as above

Links
Visual Schedules

• Do2Learn
• SpecialEd.US
• Autism Network
• The Difference Between Visual Schedules, Choice Boards and AAC
• AT Tips Cast Visual Schedules
  

Object Schedules A/k/A Calendar Boxes

• NCDB
• NFB
• Object Schedule Fact Sheet
• Calendar Box Brouchure
• Object Communication