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
  

Tactile Schedule Book

A few days ago I wrote about how I made a tactile/texture schedule board. Well, in preparation for sending my student to summer school, where he will have a different teacher, I transfered the board to a book. Our summer school is outdoors and more like a camp. If the materials my students are using aren't clear and understandable to the summer staff they don't get used. However, things frequently get dirty, nearly destroyed or totally annihilated at summer school, so you don't want to send anything priceless or that cannot be remade.

I wanted to make the tactile schedule easier to use as learning or looking up the meaning for every tactile symbol and then arranging them daily on a Go! Board is not the type of thing that works well at our summer school. I also wanted a more portable system.

Using Boardmaker, I printed full page black and white PCS symbols on white heavy card stock, and slipped them into heavy duty pocket protectors. I attached the correlating tactile/texture symbol to each page using plastic ties or hot glue (depending on the object). I made sure the tactile symbols were really well attached by yanking on them full force and even dangling the binder by the various attached symbols. All of the schedule pages were then put into a big white binder with those see through covers. In the clear cover on the back I typed out instruction for use and the front cover I adapted to be tactile, so the student can distinguish his binder from others.

To my delight, after just four days using the binder instead of the old tactile schedule the student is able to flip through it and, using touch only, find the page that represents what is next in the day. In fact, today he sat down in his seat and the paraprofessional showed him (hand over hand) that the book was open to bathroom, which was next on his schedule. He reached out and flipped through the pages, finding the tactile symbol for life skills group and opening the binder to that instead. What was interesting about him doing that was he only has life skills group on Thursdays, and has only been in the group for a couple of months, so it was surprising that he was right. He has had a continuously difficult time adjusting to Thursdays being different because of life skills group. Today he showed us the symbol for life skills group first thing in the morning, on the right day, and then, for the first time, made it through the group without a problem.

It was practically miraculous.