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
  

Creating a Tactile Schedule Board

Although there are other ways to create a texture based schedule board, I am going to share with you how I did it for one student. This student was blind, had CP and moderate to severe cognitive challenges. The student needed a schedule board to help decrease behaviors around transitions and was capable of using abstract textures/tactile sensations to represent ideas like "physical therapy" or "pre-vocational activities".

The student had previously been using texture symbols as a teaching aid to learn complex information and had enjoyed the process of choosing the textures to match certain items or concepts. I considered two different commercial textured products, because we had already used all of the textured items I could readily put my hands on for his other symbols. The commercial products I considered were Teachable Touchable Texture Squares by Super Duper, Inc. (above) and the Sensory Discrimination Kit by Enabling Devices (left). The Sensory Discrimination Kit provided eight 3x3 inch texture squares for $69.95 and the Teachable Touchable set gave me 2 each of ten different texture squares that were able the same size but soft puffy pillows instead of hard plastic squares and they came in a cloth carrying bag for $19.95. I went for the Teachable Touchables, especially since this was coming out of my pocket.

Once the Teachable Touchables were delivered my student and I sat down and he assigned a different meaning to each of the textures (e.g. the net like one was PT and the corduroy one was OT) with some cues. We practiced matching the textures to the meanings for awhile and then I secured Velcro the backs of each texture.

I already had an Enabling Devices Go! Board in the room that I was not using, so I decided that would work fine. However, if that were not available foam core board covered in clear contact paper would have been worked or even a strip of sanded, painted wood or, perhaps, taped and painted tri-wall. Go! Boards that do not talk with 2x2 inch squares run for about fifty dollars, the Talking Go! Board with the 3x3 inch squares is about $173.00. The foam board, wood or tri-wall is much cheaper.

The Teachable Touchable squares fit fine on the 2x2 inch Go! Board. Now all that needs to be done is to arrange the texture symbols in order each morning and use the texture schedule board with the student the same way a sighted child would be guided to use a visual schedule.