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Good examples of actual visual supports to use in the classroom

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Visuals in Special Education

In teaching a special education class, the teacher needs to look at the specific needs of his/her students and consider how to create the right learning environment. It is recommended to use a multi-modal approach that includes auditory, visual, kinesthetic, and tactile strategies. Many special education classrooms have smaller class sizes, require less stimulation, and use clearly defined spaces. Students may need a break system and a break area. Study carrels can be used to reduce distractions, individual schedules may be posted, and tasks should be broken into simpler steps.

Visuals are a strategy to help students with special needs understand what is expected of them. Often students with special needs respond more quickly and comprehend when an expectation is delivered with both visual and auditory prompts. For example, a child may have difficulty processing and retaining a multistep direction such as write your name, glue on the pieces, and color the picture. However, the student will likely show more success when these directions are combined with visual picture cards. Then the student can process the expectation easier and if needed, refer to the visuals for what to do next.

Here are some ways I use visual picture cards in my special education classroom:

Lanyard Visuals - Includes Stop and Looking Eyes

Break Cards - Some students are taught how to use a limited number of break cards to break up their work into smaller more managable segments.
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Bathroom Cards - can be used to request a bathroom break without disrupting the class.

Visual Schedule - The visual schedule can be used with the class or individuals to help organize the plan and work through each step towards the end of the activity or day.

Task Boxes - Visuals can be used to demonstrate sequence of steps to complete an academic task with minimal adult support.

Steps for Classroom Procedures / Tasks - I display pictures related to specific routines in the classroom such as "How to Wash Hands" - Turn water on, Rinse, Soap, Scrub, Rinse, Turn Water Off, Paper Towel, Garbage Can. Other Tasks may be "How to Sign In", "Using the Restroom", and Dismissal Procedures.

Rules - Visuals may be used in combination with rules to show examples and non-examples.

Choices - Visuals may be used to offer choices such as which learn center to go to, which book to read, or which song to sing.

I use a black 3 ring binder with a strip of fuzzy velcro across the front (I turn it sideways to use the longest length of the binder.) Then inside the 3 ring binder, I keep pencil pouches with themed pictures that can be easily retrieved and placed on front of the binder. For example, when it is time for an art project, I first model step by step what the child is expected to do with the materials and picture card visuals. (First cut out the fish, Next write your name on the back, and Third decorate your fish with glue.) The binder with the step by step directions stays at the art table so the students can remember what to do. This same binder is great to show steps in our circle time (Pledge, Attendance, Calendar, Check Weather, and Write Daily News). As we perform each task, the picture is removed.

Visuals are an evidence based practice, effective to communicate expectations and reinforce learning visually.

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Visual Picture Cards are a great way to communicate expectations and reinforce learning visually.

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50th Anniversary of Rehabilitation Act of 1973

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50th Anniversary of Rehabilitation Act of 1973

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Office of Special Education and Rehabilitative Services (OSERS)

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50th Anniversary of Rehabilitation Act of 1973

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10 Helpful Organizations and resources for children with special needs

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10 Helpful Organizations and resources for children with special needs

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When you're a parent searching for resources for children with special needs, there are a number of things to consider, including but not limited to, what you're hoping to get out of the organization. Are you looking to help your child make friends and become more social or are you hoping to connect with parents in situations similar to yours? Regardless of what boxes you're hoping to tick, one thing all special needs organizations should have is strong parent involvement.

"Parent involvement in any organization is critical and that certainly goes for special needs groups," notes Dr. Brandon Smith, assistant professor of Pediatrics at Johns Hopkins in Baltimore. "Whether it's a national group, state group or local agency, it's important parents and caregivers are a part of the team since these are the people who know their kids and the needs of their family best." Smith also recommends researching and seeking out organizations that serve a diverse group, bringing together families from all backgrounds and regions.

"Another thing to consider is whether or not you're looking for a group dedicated only to your child's specific condition or disease, or if you want something more broad and available to all families and children with special healthcare needs," says Smith.

If you're looking to get involved with the latter, there are many national organizations that can assist families of children with special needs, as well as ones that offer support to parents who have children with special needs. Here are some of the most notable.

1. Parent to Parent USA

Parent to Parent USA is a group that matches each parent with a fellow parent who has a child with the same special healthcare need, disability or mental health concern, allowing each parent or family to have a contact for sharing information, receiving support and creating new friendships. "Parent to Parent USA has local groups in almost all states, and is great for connecting families with each other for emotional support," notes Smith.

2. National Youth Leadership Network

Led by young citizens, the National Youth Leadership Network works to build strength and "break isolation" among people with disabilities who are between the ages of 16 and 28. They try to create a culture of full inclusion, sparking new ideas about how to measure success and ability and supporting youth with disabilities in leadership roles. The group hosts workshops around the country for young people to learn how to develop leadership skills.

3. PACER

With the mission that each child, youth, and young adult with all disabilities - along with their families - can reach their highest potential, PACER is a comprehensive "parent training and information center." Based in Minneapolis, but serving the nation, PACER works to make sure parents can find easily find resources that will help "make decisions about education, vocational training, employment and other services for their children with disabilities." Other programs of theirs include resources for grandparents, information about bullying and housing, as well as software and adaptive devices and training to help kids with disabilities better communicate.

4. The M.O.R.G.A.N. Project

The M.O.R.G.A.N. Project stands for Making Opportunities Reality Granting Assistance Nationwide. This group, established by parents Robert and Kristen Malfara, supports families in their journey of raising a child with special needs, be that child biological, adopted or within the foster care system. In addition to having a large library of resources and information on their website, the group also assists families with travel expenses for medical treatments and gifts of medical equipment that aren't covered by insurance, such as wheelchairs. It works to create a group of parents who are supportive of each other in difficult times.

5. Federation for Children With Special Needs

Headquartered in Boston, the Federation for Children with Special Needs is a national organization that provides information, support and assistance to parents of children with disabilities, their professional partners and their communities. By allowing these families to more fully participate in community life, children with special needs are able to grow to their full potential. The Federation promotes the active and informed participation of parents of children with special needs in shaping and influencing public policies that affect their families. The peer support network the group provides allows for families to meet with those who can relate and understand.

6. Family Voices

Another resource Smith recommends is Family Voices, which, according to the Parenting Advocacy Network, "aims to achieve family-centered care" for all children with special needs. Family Voices provides families with the "tools to make informed decisions" about healthcare and education, build partnerships between families and their service providers and serve as a trusted resource on healthcare. They also help families learn to advocate for improved policies to best serve children with special needs. One of their main goals is to empower young people with disabilities so that they may become self-advocates for various causes that affect those with special needs.

7. Council for Exceptional Children

The Council for Exceptional Children is the largest international professional organization dedicated to improving the educational success of children with disabilities. By advocating for successful governmental policies, setting standards for professionals in the education industry, and providing professional development seminars, the organization helps teachers, administrators, parents, related students and other educational support staff to best support and educate the children with special needs with whom they work.

8. Move United

Everyone deserves to have a fun time playing sports, according to Move United. With over 200 member organizations in almost every state, Move United's single goal is to ensure "everyone, regardless of ability, experiences the life-changing power of sport and is included in their community." Established in 1956, Move United, which is an Affiliate of the U.S. Olympic & Paralympic Committee, organizes year-round sport and recreation opportunities for people with a wide range of disabilities. Their offerings include more than 70 different adaptive sports.

9. Best Buddies

" Best Buddies is a great organization for helping kids with special needs develop friendships and stay social," says Dr. Jen Trachtenberg, a board-certified pediatrician in New York City. Best Buddies works to end the "social, physical and economic isolation of the 200 million people with intellectual and developmental disabilities" by helping them form meaningful one-to-one friendships with peers. Through these relationships, Best Buddies works to help those with special needs improve their communication skills, secure jobs and develop the necessary skills to live independently.

10. Friendship Circle

Another resource Trachtenberg recommends is Friendship Circle, which also emphasizes the importance of friendship in the special needs community. Friendship Circle, which has locations throughout the country, pairs teen volunteers with a child with special needs in order to form "lasting friendships" and help teens reap the rewards of "selfless giving." Most programs take place either after school or on Sundays but include a number of sports, activities, social circles and trips for older kids.

Whether you have a child with special needs, you're looking to support a family who does or you're a caregiver for children with special needs, these organizations can aid you in your journey to understanding and advocacy.

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10 helpful organizations and resources for children with special needs

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From connecting with other parents to getting kids involved with sports, here are 10 of the best special needs organizations.

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Multi-purpose Template Create Your Website Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo. Services About Us Service 1 Service 2 Service 3 Amazing Things for You Always write benefits over features. Mention all the benefits or services with some real examples.

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The CEEDAR Center at the University of Florida | The CEEDAR Center

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We believe every student deserves an equitable opportunity to succeed. We partner with state and local agencies and teacher preparation programs to make that a reality.

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Disability Awareness Lesson Plans for Teachers

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Disability Awareness Lesson Plans for Teachers

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View Lessons By Category

All Autism Communication Disorders General Disability Hearing Impairment Learning Disabilities Physical Disabilities Vision Impairment

Additional Resources

Copyright © 2018 HIE Help Center. All Rights Reserved.

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Disability Awareness Lessons Plans For Teachers | HIE Help Center

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View Lessons By Category All Autism Communication Disorders General Disability Hearing Impairment Learning Disabilities Physical Disabilities Vision Impairment Additional Resources Copyright © 2018 HIE Help Center. All Rights Reserved.

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https://www.floridainclusionnetwork.com/wp-content/uploads/2020/07/Person-First-03.27.19.pdf

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High Leverage Practices and Evidence Based Practices:  A Promising Pair

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High Leverage Practices and Evidence Based Practices:  A Promising Pair

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CEEDAR Center HLP and EBP A promising pair

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The Iris Center 27 Evidence based practices for students with ASD

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The Iris Center 27 Evidence based practices for students with ASD

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Evidence based teaching strategies for students with EBD

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Evidence based teaching strategies for students with EBD

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Evidence-based teaching strategies for students with EBD

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This product is available on the Teachers Pay Teachers website for free.

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When I get frustrated social story template

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This product is available on the Teachers Pay Teachers website for free

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This is a simple social story about hitting and can be found on the Teachers Pay Teachers website for free.

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These are examples of graphic organizers that you can use for students who struggle with organizing their ideas during literacy activities.

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Applied Behavior Analysis Programs Guide

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Working with children with autism can be challenging and also quite rewarding. Each and every day poses a new adventure in learning as well as in behavior. Teachers, paraprofessionals, and parents who work with children with autism need to be prepared with a toolbox of strategies and techniques to not only make their lives easier but to help their children be successful and gain the intervention they deserve.

There are 10 behavioral strategies that are super easy to implement with children with autism, in the classroom and even at home.

Continue reading to learn about the following...

1. Teach time management

2. Set realistic expectations

3. Reinforce positive behaviors

4. Give choices for non-preferred activities

5. Use visuals and social stories

6. Teach coping skills and calming strategies

7. Practice transitions

8. Be consistent each day

9. Consider sensory needs

10. Teach self-monitoring and emotion regulation

1. Teach Time Management

Children with autism often have a difficult time managing their time, such as understanding how long it takes to complete an activity. An example of this is a teacher allowing ten minutes for playtime until the next activity begins. If the child is unaware of exactly how much time they have left, playtime may end quite abruptly and cause them to react negatively. Using a sand timer or a visual clock timer will help teachers easily communicate how much time is left for certain activities. Being proactive with timers and reminders with students with autism will help reduce problem behaviors while also teaching the students how to self-manage time and to think ahead about transitions.

2. Set Realistic Expectations

All children benefit from rules, procedures, and expectations, and children with autism do so even more due to their disability and the fact that they need more structure and consistency than the average child. Setting realistic expectations means taking the whole child into consideration and determining personalized procedures and rules based upon that particular student's needs. Not every child is the same; symptoms of autism are on a spectrum, which means the needs will be different for each child.

Here are 4 tips on setting realistic expectations from Autism Classroom Resources :

Make them positive

Have students help with creating them

Create expectations for each environment/activity

Tie expectations to a reinforcement system

An example of a realistic expectation for an elementary student who roams the classroom when they enter the class.
*I will come into my class, put my bag on my hook, and sit at my desk with my feet on the ground until my teacher asks me to get my breakfast.
3. Reinforce Positive Behaviors

Just like it is important for behavioral expectations to be made clear to the children in a classroom, it is also just as important to positively reinforce appropriate behaviors, such as following expectations. It can be beneficial for children with autism to be aware of what they are working toward, such as 5 free minutes on a computer game, extra recess time, or a piece of chocolate. Children can also have a say in what they are working toward; this will ensure that the reinforcement will actually be reinforcing. For example, giving free time on a computer to a student who cares nothing about technology and would rather go swing on the swingset outside, will be less motivated to comply if they know they are going to earn something they aren't interested in.

A few important things to consider when choosing and providing reinforcements to children with autism are...

Get with the child and do a reinforcement inventory to determine likes and dislikes.

Before each activity, help the child decide what they are working toward.

Place a visual near the child to remind them of what they are working toward.

Be consistent; if the child follows through with the expectations, they must be given the reinforcement.

If a reinforcer no longer works, try something else!

Using positive reinforcement is an excellent and simple way to modify behavior...use it to your advantage at home and in the classroom with your children with autism.

4. Give Choices For Non-Preferred Activities

It is important for any child to have a sense of control. By giving children simple choices to make, it allows them to feel included and empowered. Be sure to give very specific choices as children with autism may be overwhelmed by too many options. For example, asking them if they'd prefer orange juice over grape juice or if they'd like to play a game over watching a movie should be fine. If a child has difficulties with language, be sure to have visuals of the options so that they can select by themself.

Choice-making can be used throughout the day, from what activity to start with, what type of reinforcer to work toward, or if they prefer writing or verbally stating their answer. The easiest way to use choices with children with autism is by using a visual choice board that shows pre-selected options for the situation and have the student point to or say which option that they would like.

Overall, allowing children to make choices at school and at home benefits everyone involved and helps with motivation and compliance.

5. Use Visuals and Social Stories

A choice board is an excellent example of a visual. Many children with autism need visual reminders, prompts, and social stories throughout the day to stay on task and be successful. Using a variety of visuals in the form of pictures, flip charts, posters, and cards help support students' needs. They are used to prepare students for transitions, to help make choices, to give them answer options to questions, etc.

Social stories, in particular, are used to prepare children with autism for upcoming events or for transitions. Some stories are only simple sentences while others incorporate many visuals for non-readers. An example of a situation in which a student might need a social story is if little Johnny often has problem behaviors right before it is time to get on the school bus at the end of the day. His teacher creates a social story with visuals to read with him once he cleans his area up for the day and is waiting for his bus to be called. It consists of four simple sentences and describes why it is important for Johnny to get on the bus and the steps he must take to make it there. Johnny and his teacher will continue to read his social story each day, then periodically after once problem behaviors have ceased.

There are so many pre-made social stories online for all sorts of situations and the site Your Therapy Source guides individuals through making their own from scratch.

6. Teach Coping Skills and Calming Strategies

Children with autism absolutely need to be taught coping skills and calming strategies for when they are feeling frustrated, anxious, or are having sensory overload. For lower-level ASD students, they may need assistance with using these strategies and won't be able to do them independently. It is not uncommon for children with autism to seem anxious, fidget, or even have a meltdown. Providing physical and emotional tools to help calm the body and mind are important during times of stress or sensory overload.

Examples of these include providing a weighted blanket, a bouncy seat, a fidget or other sensory toy to play with, turning the lights down, playing soft music, giving noise-cancelling headphones to wear, allowing the student to use a sensory room or go to a calm space in the classroom, practicing deep breathing and stretching, counting backward, tapping, etc. Each child will have his or her own preferences and what is used will also depend upon the situation. A SPED teacher and a parent of a child with autism should have a "toolbox" full of calming strategies handy.

7. Practice Transitions

Children with autism often have a difficult time transitioning from one place or activity to another. This is because some individuals with autism have rigid thinking, have a hard time with multi-step directions, and have cognitive challenges that help them to do certain things independently and with ease. Executive functioning is necessary during the shift between one activity to the next and a lot is going on in the brain during this time. Teachers and parents can practice transitioning with children with autism in unique ways so that they are more prepared and able to cope with the frequent changes.

An article in Psychology Today shares five strategies that can be used to help children with autism handle transitions well are:

Give advance notice before a transition is going to occur

Use visual supports

Use structure and consistency

Use reduced language

Provide light praise for good transitions

Being proactive when dealing with transitions and explicitly practicing them with children with autism will help things go much more smoothly.

8. Be Consistent Each Day

Consistency is key! Children with autism thrive on steady patterns and a reliable schedule. Changing up their routines throughout the day, from day to day, is not advised. Giving a child with autism a visual schedule for their day and sticking to the plan can assist them in being more independent, in preparing for transitions and what is coming up next in their day, and helps lessen anxiety and worry. Children on the spectrum tend to prefer rules and routine over spontaneity and going with the flow. Teachers and parents of these children will learn quickly that being inconsistent is not what is best. Of course, things happen that are out of their control; in those instances, it is always good to know what the calming strategies are and also what Plan B is going to be.

9. Consider Sensory Needs

There are various reasons why a child with autism might have sensory issues. They may be sensitive to light or sounds, they might have sensitive skin and have a strong preference for only soft fabrics without tags, they might not like other children in close proximity to them, or they might have dislikes such as a classroom door being open or walking down the hallway with other classes about.

While sometimes adults might want to minimize the exposure that their children have to their sensory triggers, some may actually want to do the opposite and expose them to these things in order to train them to accept them. For instance, if a student becomes aggressive when s/he hears another person cry (at school, home, and community), that problematic behavior needs to be addressed, as hearing someone cry is something that could happen at any moment, in any environment, and is not something anyone can control.

Despite those situations, children with autism should be provided sensory needs in order to help them cope with their environments.

10. Teach Self-Monitoring and Emotion Regulation

Lastly, self-monitoring physical emotions and being able to regulate those emotions is an important skill for children with autism to learn. Even some children who are non-verbal are able to show how they feel in one way or another and express their needs. Children in the school and in the home can be taught how to monitor their own behavior and emotions. This is easily done by making a chart or visual of some sort. In the classroom, for instance, a student with autism can point to a picture with an angry face if they are upset or flip over a red card to signal they need a break. Using tally charts, schedules, and pictures are common ways to help children become more independent in monitoring their behaviors and feelings.

Conclusion

Learning about and understanding these 10 behavior strategies for children with autism is the first step all teachers and parents who work with this population should take. Implementing them is actually the easy part. These strategies do not require much effort and they are typically things that parents and teachers do anyway and don't even realize that they are implementing a legit ABA behavioral strategy. The main things to remember are to be consistent, implement them correctly, and if something isn't working, try something else or tweak how you are doing things. Working with children who have autism while modifying behaviors has a lot to do with trial and error. You have to continue trying strategies to see what works best for each individual child, as no child is alike.
Brittany Wilson Master of Education (M.Ed.) | Northeastern State University Behavior and Learning Disorders | Georgia State University
March 2021
Related:

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10 Easy-to-Implement Behavior Strategies for Children with Autism

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Working with children with autism can be challenging and also quite rewarding. Each and every day poses a new adventure in learning as well as in behavior. Teachers, paraprofessionals, and parents who work with children with autism need to be prepared with a toolbox of strategies and techniques to not only make their lives easier [...]

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This is a Google Slide. In order to access the books individually, you will need to click on the Present Button above and then click each individual book to access the associated YouTube video. Disability Awareness Read Aloud Bookshelf

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This is a Google Slide. In order to access the books individually, you will need to click on the Present Button above and then click each individual book to access the associated YouTube video. Disability Awareness Read Aloud Bookshelf

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Disability Awareness Bookshelf Epic Books

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Disability Awareness Bookshelf Epic Books

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These are books on disability awareness on Epic

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Disability Awareness Bookshelf (Epic Books)

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Disability Awareness Bookshelf (Epic Books)

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Resources for disability awareness

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Many children with disabilities have strong visual skills, and visual supports can help take advantage of those strengths. Visual communication tools such as objects, photographs, picture symbols, daily schedules and choice boards can provide the support necessary to greatly improve a child's understanding and ability to communicate, helping children be more active, independent and successful participants in their lives. Use of these supports can also help reduce anxiety.

For more information, please contact our Visual Supports Specialist, Kathy Robinson.

Types of Visual Supports

Helping Your Child Understand and Communicate

Communication is a common problem in children who have autism and related disabilities. They often have difficulty understanding even the simplest spoken communication from others. Because of this they have problems knowing what is or isn't happening during their day and why changes occur in their routine. They may have difficulty switching from one activity to the next and understanding why they cannot do something they want to do at a particular time. For a child with disabilities even the simplest directions can come and go too quickly for them to process and understand. A visual support can really help them understand the message.

Visual supports such as those described by Hodgdon (1995, 1997), Quill (1995), Dalrymple (1995) and Roberson, Gravel, Valcante and Maurer (1992) are helping children who do not have conventional communication systems to become more able communication partners. The use of pictures to support our communication with persons who have impairments has been common for some time. Over 20 years ago, Robinson-Wilson (1977) demonstrated that sequenced pictures could help persons with disabilities to follow picture recipes based on previously published cookbooks.

Although the use of visual media has been shown to be effective for communicating with persons who have disabilities for some time, their use with persons who have autism has become very popular recently. This web site will help you to become more familiar with the uses and benefits of visual supports. For additional information, the works mentioned above are referenced at the end of this document.

Many children with disabilities have strong visual skills, and these strengths can be capitalized on with visual supports. Visual communication tools such as objects, photographs, picture symbols, daily schedules and choice boards can provide the support necessary to greatly improve a child's understanding and ability to communicate, helping children be more active, independent and successful participants in their lives.

References

Dalrymple, Nancy J. (1995). Environmental Supports to Develop Flexibility and Independence. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers Inc.

Hodgdon, L.Q. (1995). Solving social-behavioral problems through the use of visually supported communication. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers Inc.

Hodgdon, L.Q. (1997). Visual strategies for improving communication: Practical supports for school and home. Troy, MI: QuirkRoberts Publishing.

Quill, K.A. (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10(3), 10-20.

Roberson, W.H., Gravel, J.S., Valcante, G.C., & Maurer, R.G. (1992). Using a picture task analysis to teach students with multiple disabilities. Teaching Exceptional Children, 24(4), 12-15.

Robinson-Wilson, M.A. (1977). Picture recipe cards as an approach to teaching severely and profoundly retarded adults to cook. Education and Training of the Mentally Retarded, 12, 69-73.

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Visual Supports " Center for Autism and Related Disabilities " College of Medicine " University of Florida

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Many children with disabilities have strong visual skills, and visual supports can help take advantage of those strengths. Visual communication tools such as objects, photographs, picture symbols, daily schedules and choice boards can provide the support necessary to greatly improve a child's understanding and ability to communicate, helping children be more active, independent and successful...

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Reading Rocket Visual Literacy Supports for Students with Disabilities

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Reading Rocket Visual Literacy Supports for Students with Disabilities

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Visual support suggestions to help with supporting literacy development

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Many learners with disability labels are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to "see what we mean." Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits. Some of these ideas may be effective for working with some students with disabilities and each may be used as catalyst for designing literacy lessons that are appropriate and challenging for learners in the inclusive classroom.

Picture books

Picture books combine words and pictures to tell a story. Typically, in these texts, the pictures don't just supplement the text; they are as important or central as the text. Picture books are often used in the early elementary grades but they can actually be incredibly effective for students in older grades including high school.

Picture books can be used as a primary text to introduce and examine an issue or as a supplementary text for all or for just some learners needing extra support. For instance, a middle school science teacher used A River Ran Wild: An Environmental History (Cherry, 1992), a story about the Nashua River of New Hampshire, to teach all learners in the class about conservation and pollution. The text includes not only a story of the river itself but also contrasting maps of New England (in the 1500s and in the 1900s) and an author's note detailing the work of a committee who organized to clean up the Nashua.

Story kits

For students with more significant disabilities, for those who are blind or have low vision, or for those just needing a more concrete way of relating to a piece of text, teachers might consider the use of story kits as a tool for improving literacy learning. A story kit is simply a bag or box of items related to a theme, unit, or particular story. A kit for the "Little House" books by Laura Ingalls Wilder, for instance, might contain a tin cup, a rag doll, a girl's bonnet, a small toy fiddle, and a piece of chalk.

Story kits can help a reader generate ideas, retain information, and further their understanding of a particular idea or concept. The kit can be used to introduce or review the story, to interest and support students as they discuss certain passages or chapters, and to give them cues as they engage in other activities related to the book (e.g., writing a report).

One teacher used story kits to help Jerry Joe, a student with Down syndrome, understand and remember the books studied in class. When the class read The Summer of the Swans (Byars, 1981) the teacher asked the class to participate in creating a story kit. The kit consisted of a watch, a small plastic boy and girl, some white feathers, a pair of sneakers, and a map of the Blue Ridge Mountains. It was used by Jerry Joe when he was doing a retelling of the story to his speech therapist but it was also used by other students as they engaged in activities related to the story. For instance, the teacher asked small groups of students to write "what happens next" stories detailing some event or situation that they imagined happening to the characters beyond the ending of the book. When students wrote these stories, the teacher put all of the story kit objects on a table in front of the room so students could better recall details from the book.

Teachers should also, of course, include one or two copies of the book or story in the kit. At least one copy can be adapted for particular learners with disabilities (Downing, 2005). Some students may profit from a tactile book with added textures or objects while others may need large-print versions of the text. Still others may need additional teacher or student-generated graphics if the text has few or no illustrations.

Visual notes

Drawing or visual note taking is another strategy that learners can use and teachers can teach in order to boost the literacy learning of students with disabilities. Modeling, teaching, and encouraging this strategy is a way to demonstrate that there are many different ways to represent information while giving struggling readers a way to share their understanding of a text, tell a story, or organize information.

Students can be encouraged and taught to use visual notes in a variety of ways. One teacher simply told her students to take notes as they always had but to add "pictures, diagrams, doodles, patterns, or charts" in the margins or in the actual body of the notes to emphasize points, elaborate on an idea, or to make the content memorable. Another teacher showed a student with physical disabilities and limited mobility how to take visual notes using the computer. After reading Of Mice and Men (Steinback, 1937), the student searched the web for images of men working on ranches, a gun, rabbits in a hutch, and a farm. He then assembled these images and some simple text into a PowerPoint presentation that he shared with classmates and used to answer questions posed by his teachers.

Conclusions

Making greater use of visual supports is just one way that effective teachers are meeting the needs of a wider range of learners. Each of these strategies can certainly be used for students without disabilities in inclusive classrooms but they may have the most impact on those learners who cannot learn effectively in classrooms using traditional tools and strategies. By expanding the strategies used in the classroom and specifically by expanding the use of visual supports in literacy instruction, teachers are sure to reach a wider range of learners and to give every student opportunities to hone their skills as writers and readers.
This article is from the website of Dr. Paula Kluth. It, along with many others on inclusive schooling, differentiated instruction, and literacy can be found at www.PaulaKluth.com . Visit now to read her Tip of the Day, read dozens of free articles, and learn more about supporting diverse learners in K-12 classrooms.

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Do You See What I Mean? Visual Literacy Supports for Students with Disabilities

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Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to "see what we mean." Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.

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There are links for visual supports and can be used not only for students with ASD, but any student who can benefit from visual supports.

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Browse this collection of visual supports and other resources to help your students with ASD be successful socially and academically in school. You'll find templates for social rules, classroom rules, emotional support, schedules, and more.

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Video about Carly's experience with Autism

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Video about Carly's experience with Autism

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Carly Fleischmann is a young woman who is on the Autism Spectrum and a great representation of someone with ASD who is non-verbal and can't advocate for themselves without augmentative communication

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Carly's Café - Experience Autism Through Carly's Eyes

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A video that was created with people on the Autism Spectrum to help give an idea of what it can be like to get too much information

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Elementary level stories to help teach students about different disabilities

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TN Council on Developmental Disabilities

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Charlotte's Story - Developmental Disabilities Awareness Month

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The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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Different articles about students with ASD and challenging behaviors

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People with autism spectrum disorder (ASD) exhibit many behaviors their family, teachers, and other supporters find challenging. At the same time, those individuals often find the world at large a challenge, and the behavior of the people in it perplexing. "I wish I could live on Planet Autistic," is the way one young man with ASD expressed how alien and misunderstood he often felt on this planet.

What are the behaviors and ways of taking in the outside world that distinguish a person with an ASD from his or her "typical" peers? Although these will vary according to the severity of a person's autism and their age, there are core issues that affect most people with an autism spectrum disorder. In this section we explore each of these overlapping topics.

Aggression and Self-Injury

Social and Communication Problems

Repetitive Behaviors and Restricted Interests

Psychiatric Conditions Common to People With ASD

OTHER CHALLENGING ISSUES COMMON TO AUTISM

As we consider the core issues that impact individuals with an ASD, it becomes clear why autism spectrum disorder used to be considered a "pervasive developmental disorder." People on the spectrum often face pervasive, all encompassing challenges in almost every aspect of functioning, from being socially "blind" to being prone to meltdowns, from being unable to sleep to being unable to communicate effectively. The everyday world, with its ongoing social and sensory assault, must indeed seem daunting to individuals on the spectrum.

We hope this exploration of the challenges faced by people with ASD will provide insights that help family members, teachers, physicians and others better understand and support those with ASD. We hope, too, that it may help those with ASD better understand themselves. There is no "Planet Autistic." Somehow, those with ASD have to find a way to make this planet home. It is up to the rest of us to make them feel welcome, safe, and appreciated for who they are as we support their efforts to live meaningful lives in what may seem a strange and alien land.

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People with autism spectrum disorder (ASD) exhibit many behaviors their family, teachers, and other supporters find challenging. At the same time, those individuals often find the world at large a challenge, and the behavior of the people in it perplexing.

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Look Beyond My Disability, See the True Me - We are not that different