Visual Schedule

Visual schedules use images and pictures to tell a student what activities are occurring, including where and when. Visual schedules give a sense of what is expected during each activity. They help create connections, increase language skills, and build independence. Visual schedules can be created in a variety of formats allowing for interaction by checking off activities or pulling off cards. Schedules can be displayed in a variety of ways as well, such as hanging on the wall or in a student's binder.

Allowable on at least one state assessment

Assistive Technology Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

presentation accommodation autism intellectual disability traumatic brain injury significant cognitive disability ADHD/ADD

Examples Include:

Object schedules are the most basic type of visual schedule and are beneficial for very young students or students with a severe cognitive impairment. Object schedules use real objects as a cue of what activity happens next.
Picture schedules provide a visual representation of the activity/task. These schedules are beneficial for students who have difficulty processing written information.
Written schedules do not include visuals and only have information in writing. These schedules are beneficial for higher functioning learners and readers.

How to Implement:

1.
Identify what type of visual schedule format and display will be best for the student based on their cognitive level and communication abilities. Choose

Identify what type of visual schedule format and display will be best for the student based on their cognitive level and communication abilities. Choose icons ranging from concrete to abstract that the student can understand.

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2.
Collaborate with an assistive technology specialist if the visual schedule will involve websites, apps, or other technology tools.

Collaborate with an assistive technology specialist if the visual schedule will involve websites, apps, or other technology tools.
3.
Teach students how to use the visual schedule. Some students may need prompting as they learn to use the schedule. A prompt hierarchy is a

Teach students how to use the visual schedule. Some students may need prompting as they learn to use the schedule. A prompt hierarchy is a good way to scaffold this support. For students with more verbal skills briefly explain the concept of schedules and why they are beneficial. Repeat or revisit this step as necessary.

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4.
Model using the visual schedule. Show students how to use it appropriately based on the situation and environment.

Model using the visual schedule. Show students how to use it appropriately based on the situation and environment.
5.
Practice using the visual schedule. Authentic opportunities for the student to practice in the moment are most effective.

Practice using the visual schedule. Authentic opportunities for the student to practice in the moment are most effective.
6.
Monitor the student and record their progress using the visual schedule effectively and independently. To become independent, students need to use the schedule daily

Monitor the student and record their progress using the visual schedule effectively and independently. To become independent, students need to use the schedule daily and consistently.

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7.
Provide feedback to the student. Feedback should be specific and include positive praise for correct use and corrective feedback for inappropriate use. Continue to

Provide feedback to the student. Feedback should be specific and include positive praise for correct use and corrective feedback for inappropriate use. Continue to monitor and provide feedback as long as the student is using visual schedule.

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8.
Share progress and effectiveness with the student, the educational team, and the family.

Share progress and effectiveness with the student, the educational team, and the family.