StoryKit Possibilities

StoryKit is a free iPhone/iTouch/iPad app from the International Children's Digital Library.  It allows the user to create story books using multimedia including images and audio clips.  Integrated into the program is a paint program and ability to share books you make.

You can use this app to create scrapbooks of recent classroom events, social stories and visual schedules.  Essentially you are limited only by your creativity.

If you download the free ARASAAC or Scelera Picture Symbol (or the Mayer-Johnson PCS Metafiles or similar) set onto your iDevice you can intergrate picture symbols into your "book".  Otherwise you can use photographs you take with the camera (on an iPhone or iPad) or import through iTunes.

StoryKit has the possibility to replace some of the more expensive prompting (a  visual schedule could be created with one picture per "page" and audio of what happens next and a child taught to turn the page when done with each step or his helper could do that for him) or storyboard programs, so long as you aren't looking to have an alarm or timer. 

StoryKit also has access to the books in the International Children's Digital Library to read and share together.

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