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Developing a Plan for Fading Close Adult Support

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As a special education teacher, it is mandatory to set appropriate goals on your Individualized Education Program (IEP) annually. Appropriately setting well-thought-out goals on the IEP allows students, with any disability, to achieve success, growth, and increase positive behaviors.

By tracking progress accurately, you can make sure success is happening. Overall, we know that this can be a daunting task; you have to know the student's baseline, make sure you understand how the student learns and processes new information, accurately progress monitor the goals over time, and then determine if the student has mastered their goal. It takes a team to set these goals, including getting additional input from parents, principal, therapists, school nurse, and support staff.

"Each student's IEP is unique and lays out the roadmap for their education journey, providing support, modifications, and accommodations that allow the student to achieve the most success possible in the school setting."

Goal mastery changes year to year. Your student's road to success will be directed by your daily instruction based on your IEP goals, so here are some thoughtful and helpful tips to move forward with drafting an IEP.

1. Use parent input when possible.

Before you draft your initial IEP goals for each student, it is imperative that you include a case history review or interview with the student's parents. The parent plays one of the most vital roles in their child's education, and understanding their concerns regarding their student's needs helps to set achievable goals for the future growth of their child. Providing opportunities for the parent to communicate with you about their overall thoughts on the challenges their student's are experiencing will offer more information for you as a teacher and help you to better understand the student's strengths, challenges, weaknesses, and overall learning style.

Parents are, by law, required to be an equal partner in their child's IEP. Not only can they provide insight, but they can help collect valuable information along the way as their student works on their IEP goals. Use the parents as a tool to set up an IEP that creates measurable and attainable goals. Parents can be key when developing successful IEP goals for that particular student.

2. Use SMART IEP goals.

This acronym is short for Specific, Measurable, Attainable, Results-Oriented, and T ime-Bound. Provide goals that are very specific to a subject or skill. If these points are not considered, a goal will easily fail as it does not provide enough detail.

Every goal should be measurable. Start with a data chart, curriculum, or tests to help measure progress. Attainable is one of the most important aspects of setting goals since it can help increase independence in your students. It can also discourage students from completing them if the goal is not clearly laid out and realistic. Results-Oriented can start small so the student can easily meet their goal and build upon that as they progress. Finally, Time-Bound-set these goals for the week, month, three months, and so on. Setting the endpoint gives the student a time frame and targets to achieve. It is also essential to make sure that your IEP is set to curriculum standards within your state.

The goal is specific to a subject or skill

Measurable

Use: Data Charts, Curriculum, and tests to measure

Attainable

Make sure the goal is clearly laid out and realistic

Results-Oriented

Start with a small goal and build upon it so that the goal grows bigger

Goals should be set for: Weekly, Monthly, Three Months, etc.

3. Use resources to help plan.

In addition to setting appropriate goals for your student's IEP, it is important to help use resources to guide your process. State standards and regulations may change, so not only are you responsible for knowing what the student needs but for implementing these standards into each IEP goal. Take the extra step by setting up a resource binder (or an online file folder) filled with articles, a goal bank to build from, lesson plans, state standards, and more. References and tools will help guide you to better manage your classroom and communication with your student, their parents, and appropriate administration.

Here is a list of our trusted resources that can help you when planning.

These are just a few resources and ideas to help get you started and guide you on creating successful, individualized IEP goals for your students. Creating and cultivating relationships with your students and parents plays a vital role in the educational progress of each student. The best piece of advice is to keep up with state standards and regulations for your school district. Happy goal-setting!

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Practical Tips For Setting Student IEP Goals

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As a special education teacher, it is mandatory to set appropriate goals on your Individualized Education Program (IEP) annually. Appropriately setting well-thought-out goals on the IEP allows students, with any disability, to achieve success, growth, and increase positive behaviors. By tracking progress accurately, you can make sure success is happening.

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Goals, Objectives, and Progress Monitoring - Michigan Alliance for Families

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This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits-readiness level, interest, and learning preferences-that influence learning (est. completion time: 3 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2022 Vanderbilt University. All rights reserved.

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Differentiated Instruction: Maximizing the Learning of All Students

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This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits-readiness level, interest, and learning preferences-that influence learning (est. completion time: 3 hours). Work through the sections of this module in the order presented in the STAR graphic above.

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TIES TIPS | Communicative Competence | TIP #1: How Peers Can Support AAC Use by Students with Significant Communication Needs

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Visual Supports - Updated | Autism Internet Modules

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https://drive.google.com/file/d/1nvSFPpkAeRoEC-_265Jp8GUOB0dGHBiZ/view

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This module-a revision of Collaborating with Families, which was originally developed in cooperation with the PACER Center-addresses the importance of engaging the families of students with disabilities in their child's education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement (est. completion time: 1 hour).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Family Engagement: Collaborating with Families of Students with Disabilities

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This module-a revision of Collaborating with Families, which was originally developed in cooperation with the PACER Center-addresses the importance of engaging the families of students with disabilities in their child's education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement (est.

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Current as of 2018 This info in Spanish | Esta información en español
Another component of the IEP that IDEA requires is specifying how the child's progress will be measured. This statement flows naturally out of the annual goals written for the child, which must be measurable. Measuring the progress that a child is making toward his or her stated annual goals is an essential part of the special educational process, because it gives the IEP team concrete evidence as to whether the individualized program as designed by that team is actually effective or whether adjustments to services or instruction need to be made. And, of course, it's equally essential to report back to the child's parents, so they are informed about their child's learning.

IDEA's Exact Words

IDEA states that each child's IEP must contain:

(3) A description of-

(i) How the child's progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided...[§300.320(a)(3)]

Prompting Questions to Help Guide the Discussion

IEP teams may find it easier to address this component of the IEP by framing the discussion around specific questions. For example, the IEP team might ask itself these three questions:

How will the child's progress be measured?

When will the child's progress be measured?

How well will the child need to perform in order to achieve his or her stated IEP goals (and, for some children, benchmarks or objectives)?

The information on how well a child must perform and how his or her progress will be measured is often called evaluation criteria. Well-written evaluation criteria are stated in objective, measurable terms. (You'll note the tie-in with the requirement that the annual goals written for a child must be measurable.) For example, a child might be required to perform a task "with 90% accuracy" or get 18 out of 20 words correct in each of 5 trials. These are concrete numbers or scores, establishing what the IEP team considers an acceptable level of performance or progress for the child.

In other instances, progress may not be measured in number scores, such as statements like this:

By June 15, Vicky will complete the obstacle course unassisted, as documented by the adapted physical education teacher.

In this example, the teacher will observe and take notes while Vicky completes the obstacle course. Teacher observation/notes are one way of checking progress. Other ways of checking progress may include:

reviewing class work and homework assignments;

giving quizzes, tests, or teacher-made assessments; and

giving informal and/or formal assessments (the QRI or Woodcock-Johnson, for example).

Reporting to Parents on the Child's Progress

IDEA's exact words above also refer to the periodic reporting of each child's progress, which gives parents, other members of the IEP team, and the public agency the opportunity to review the IEP and make adjustments if they are warranted. When a child does not make the progress expected, then it's essential to determine why and take corrective action.

The 2004 Amendments to IDEA are not especially prescriptive about the timing of such progress reports. This is because the statute itself does not require report cards or quarterly report cards. When IDEA mentions them in §300.320(a)(ii) (see above), they "are used as examples...of when periodic reports on the child's progress toward meeting the annual goals might be provided" (71 Fed. Reg. at 46664, emphasis added). As the Department of Education clarifies:

The specific times that progress reports are provided to parents and the specific manner and format in which a child's progress toward meeting the annual goals is reported is best left to State and local officials to determine. ( Id.)

In OSEP's letter to Pugh on January 18, 2017, the Department reiterated this position, adding, "Thus, State educational agencies and their local educational agencies have discretion to determine the specific content of the periodic progress reports provided to parents of children with disabilities, and in reporting progress on annual goals."

Would you like to read about another component of the IEP?
If so, use the links below to jump there quickly.
_________________________________________________
Annual Goals
Once a child's needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Measuring and Reporting Progress (you're already here!)
Each child's IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

Related Services
To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services. Find out all about these critical services here.

Accommodations in Assessment
IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

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Measuring and Reporting Student Progress

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Current as of 2018 This info in Spanish | Esta información en español Another component of the IEP that IDEA requires is specifying how the child's progress will be measured. This statement flows naturally out of the annual goals written for the child, which must be measurable.

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Mini Video Training Video 13 Let's talk data

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Introduction and Rationale

The planning process described below is intended to support the creation and provision of a curricular and instructional program based on the acknowledgment that:

each child is a general education student.

the general education curriculum and routines and the Individual Education Program (IEP) comprise a student's full educational program.

the IEP for a student qualifying for special education services is not the student's curriculum.

Curriculum and instruction based upon these principles are often not in place for students with the most extensive needs, including those with significant cognitive disabilities (Wehmeyer, Shogren & Kurth, 2021). Therefore, this process focuses upon application for those students. Students who qualify to receive special education services, especially those with more intensive needs, have ended up with the IEP being their program and being seen not as a general education student but as a special education student only, when in fact, each and every child is a general education student. In addition, when a student qualifies for special education services, those services are to be provided in collaboration with general educators to support access and progress in the general education curriculum AND on their IEP goals. The IEP is intended to support a student's progress in general education curriculum and routines, as well as other essential skills that support a student's independence or interdependence across school, home, and other community environments. A comprehensive inclusive education program based upon these principles is important because without that focus, a student's learning opportunities and school and post-school outcomes are diminished. In order to create an effective comprehensive inclusive education program, collaboration between general educators, special educators, and families is needed.

This planning process is based on a vision and expectation that each student can actively participate, belong, contribute, and learn in the school and larger community. These expectations benefit each individual student as well as the larger community, resulting in more diverse, vibrant, and caring environments that embrace and celebrate the contributions of each to the whole.

IEP Planning Process

The planning process consists of four parts:

1. An initial collaborative conversation between general and special educators and the family to address the context and content of general education curriculum and instruction, as well as support for students with extensive needs as a member of the general education classroom.

2. A discussion of specific considerations for creating an inclusive IEP. This discussion will include the student's IEP team, including special education, general education, family, specialized instructional support personnel, student, and peers.

3. Based upon the outcomes of the inclusive IEP discussion, an "Education Day-at-a-Glance" is created and shared with all members of the team.

4. The team, including teachers, family members, and specialized instructional support personnel, will agree upon a process for ongoing collaboration during the year and support of one another and the student.

Inclusive IEP Planning Worksheet

See the planning worksheet to guide you and your team through this process.

Part 1: Initial Collaborative Conversation

1. At any time during the year before the team engages in the IEP development process, ensure that there have been initial collaborative conversations between:

general and special educators and the family to ensure understanding of the assumptions underlying the comprehensive inclusive education program and why they are important. Those assumptions are:

Each child is a general education student.

The general education curriculum and routines and the IEP comprise a student's full educational program.

The IEP for a student qualifying for special education services is not the student's curriculum.

general education and special education teachers about the expectations and routines in the general education classroom and the general education standards, units, and objectives that will be addressed across the school year. (It is recommended that this discussion happens prior to the beginning of the school year and is summarized at the IEP meeting).

general education and special education teachers and the family of the student with extensive support needs focused on how the student communicates, their strengths, interests, present levels of performance across general education content areas and other essential skills, and effective instructional strategies including peer support.

the family and teachers to provide an opportunity for the family/student to share their vision related to the student working, living, playing, and contributing to the community now, and in the future.

Part 2: Discussion of Considerations to Create the Inclusive IEP

2a. Identifying Goals based on the Three Major Learning Components

All students, regardless of whether they have a disability or not, have learning opportunities throughout the day related to three major learning components:

Participating in Routines and Transitions

Engaging in Grade-Level Academics and Other Essential Skills

Interacting with Others

These components are important in the education of all students and contribute to supporting the realization of belonging, active participation, contributing, and learning in the short and long term. In order for the student's IEP to be viewed as part of (rather than the whole of) their educational program, use the three major learning components to frame and develop no more than six-to-eight IEP goals that address priorities for the student as a member of general education.

The question prompts for each of the three major learning components in the next table can be useful for developing inclusive IEP goals as well as special education supports, service delivery, and specially designed instruction (SDI). There are also questions to ask the student for their input. The student may also wish to invite some classmates to participate in the discussion. Often friends have perspectives that enhance learning and connection to others.

Participating in Routines and Transitions(1-2 goals)

What are the key routines and transitions in the general education classroom and across the school day?

What skills/goals could the student be supported to achieve that would enable them to independently/ interdependently engage in general education classroom and school routines and transitions? For example:

materials management

transitions between activities

general classroom operation (for example, lunch count, attendance)

being prepared, starting, and ending tasks

going from large group to small group activities

transitions within the building, as well as coming to and leaving school

Student Questions (possibly with help from family or peers)

What does a day look like for you? What is your schedule and routines?

What helps you best be a part of your school community? Home? Larger community?

Are there other activities you would like to join?

Are there other routines you'd like to take on? Why would you prioritize those activities?

Engaging in Grade-level Academics & Other Essential Skills (2-3 goals)

What are the big ideas, essential vocabulary, and skills taught in reading, math, writing, social studies, and science this school year? (Refer to your state standards or corestandards.org )

What big ideas, essential vocabulary, and skills could be prioritized that would enable the student to make the most progress in the curriculum in each content area? See sample goals/ objectives below.

What are essential skills that the student needs that will enable better access to the curriculum and support independence/ interdependence across environments? (For example, foundational academics, technology, self-advocacy, self-agency in terms of behavioral supports needed.)
Student Questions (possibly with help from family or peers)

What are some classes, subjects, or activities you enjoy and feel successful being a part of?

What are some classes, subjects, or activities you think you would enjoy, but maybe have not yet tried?

What are some classes or subjects that feel more challenging?

What makes those classes more successful or challenging?

What helps you best learn and participate at school? At home and in the community?

Interacting with Others (1-2 goals)

What skills/goals could the student be supported to achieve that would enable them to independently/ interdependently interact and communicate with others to:

self-advocate, have their needs met?

engage in learning tasks?

socialize and build friendships?

Student Questions (possibly with help from family or peers)

What do you enjoy most about school?

What activities do you enjoy outside of school?

Share about your friendships and relationships.

Do you feel like you would like more/different friends and relationships in addition to those you already have? If so, why?

What are your interests?

How do you prefer to communicate with others?

If you had a choice, would you prefer doing activities with large groups or small groups of people?

Example of a goal and short-term objective: (goal may be adapted based on individual's strengths/needs and baseline present levels of performance):

Goal: When given a general education class setting, "student" will master a minimum of 2 essential understandings/big ideas, 2 vocabulary words/terms, and 2 facts/concepts/skills within each unit of study in English Language Arts (ELA), across a quarter as measured by classroom assignments/activities and teacher made assessments.
Short Term Objectives

"Student" will demonstrate understanding of a minimum of 1 big idea, vocabulary word, or a fact/concept/skill via probe questions/activities conducted twice per week in the context of daily assignments/activities during ELA, as noted by staff records by ________.

"Student" will demonstrate understanding of a minimum of 2 big ideas, 2 vocabulary words, and 2 facts/concepts/skills via probe questions/activities conducted twice per week in the context of daily assignments/activities during ELA, as noted by staff records by _______.

2b. Do the family, student, or peers see opportunities for addressing any of these priorities outside of the school day?

Overarching Priority Areas:

Participating in routines and transitions

Engaging in grade-level academics and other essential skills

Interacting with others

If so, how, where, and when?
2c. Inclusive Service delivery/LRE Considerations

Are any special education services provided outside of the general education class? If so, why?

The team will want to consider how to creatively offer most special education services within the general education classroom, delivered in a flexible way. (For example, using general education teachers, intervention teachers, peers, paraprofessionals, and special education teachers.)

If special education services are not provided in the context of the general education classroom, are flexible learning environments that benefit all students provided? (For example, general pod areas outside the classroom, small group breakout spaces, individual instruction areas for all students.)

2d. Inclusive Specially Designed Instruction (SDI) /Supplementary Aids and Services

How is data being used to inform instruction?

What are the least intrusive supports that can be provided to allow the student to experience success in the general education classroom?

Things to consider include:

physical accessibility of school/classroom

instructional accommodations (engaging in instruction and activities)

social/behavioral/communication supports

collaborative support (specifically identify any capacity-building support that will be provided to school staff, families, or peers; Kurth et al., 2019)

If personnel supports are identified as necessary (for example, 1:1 paraprofessional support), consider how supports might be systematically faded in favor of more natural supports such as classroom paraprofessional support, assistive technology or natural peer supports.

2e. In summary, as the team considers the whole educational program that has been created, ask these three questions

1. Will the student experience membership?

2. Will the student be actively participating at school?

3. Will the student be learning the grade-level general education curriculum?

Part 3: Develop the Education Day-at-a-Glance

3a. The Education Day-at-a-Glance provides a format for the team to:

connect the IEP goals and data collection opportunities to the daily schedule, with IEP goals prioritized across the whole day, and

assess which supports/accommodations are most likely to be used across the schedule to support access and learning.

The Education Day-at-a Glance supports effective collaboration among all general and special educators, including specialized instructional support personnel. Everyone can work from the same information which is provided in a concise, targeted way, making it easily communicated when schedules/plans change.

3b. Develop a data collection plan

Goals are embedded into the daily schedule on the Education Day-at-a-Glance so that all team members know when and where data collection opportunities exist. The team will want to determine how frequently data will be collected in order to monitor student learning and achievement and to determine the effectiveness of the instruction and support that are provided. See sample data collection sheets.
Sample data collection sheets
Sample Education Day at a Glance

Blank Education Day at a Glance

Sample Data Collection Sheets

Part 4: Ongoing Education and Support
In order to ensure that the work completed in Parts 1-3 of this process is continually reviewed and revised as needed, the following ongoing collaborative conversations and support tools would be beneficial:

Over the course of the school year, the team will also benefit from the participation of the special educator during grade-level planning meetings in order to understand the grade-level content focus, unit expectations, activities, and evaluation strategies that will be used. The special educator will be able to identify IEP goals that connect to each general education unit. The general education team and the special educator will be better able to revise, identify and put into place adaptations and/or accommodations in the Education Day-at-a-Glance, as neede, that will support the student's access and progress in the general education curriculum and the IEP goals.

Use of the 5-15-45 Tool as a template to support co-planning to create accessible lessons for all, whether teachers have 5, 15, or 45 minutes. The classroom environment (curriculum design, instructional strategies) may create barriers that include: (a) reduced student interest or engagement; (b) lack of adequate opportunities for students to gain background knowledge about the topic, or; (c) inflexible options for students to show what they know. As the team reviews student data, and identifies any barriers to learning and strategies for reducing the barriers and teaching the content, other students or the whole class may also benefit from use of those strategies.

Conclusion

School communities that support the belonging, active participation, contribution, and learning of each and every student enhance a sense of community. The collaborative conversations and action planning described above are well worth that outcome.

How These Parts Fit Together

Here are some tips for understanding the flowchart shown below:

The olive green, double-lined boxes are related to the General Education curriculum.

The purple, dashed boxes are related to the individual student strengths, needs, and present levels.

The solid green boxes are the integration of knowledge about the grade-level, general education curriculum and a student's individual learning needs.

The blue boxes are collaborative processes. Here are the links for each process:

Authors

Terri Vandercook TIES Center, University of Minnesota

Jessica Bowman TIES Center, University of Minnesota

Gail Ghere TIES Center, University of Minnesota

Cassie Martin University of Washington Haring Center for Inclusive Education

RinaMarie Leon-Guerrero University of Washington Haring Center for Inclusive Education

Jennifer Sommerness TIES Center, University of Minnesota

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Vandercook, T., Bowman, J., Ghere, G., Martin, C., Leon-Guerrero, R., & Sommerness, J. (2021). Comprehensive Inclusive Education: General Education & the Inclusive IEP. Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration (ICI), College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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Comprehensive Inclusive Education: General Education & the Inclusive IEP | Comprehensive Inclusive Education: General Education & the Inclusive IEP

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The planning process described below is intended to support the creation and provision of a curricular and instructional program based on the acknowledgment that: each child is a general education student. the general education curriculum and routines and the Individual Education Program (IEP) comprise a student's full educational program.

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https://youtu.be/JYxfJTf39CY

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Individual Student Data Collection Forms

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Independence data is collected through task analyzing a routine and observing the level of independence completing that routine then developing a plan to improve independence. Given the importance of independence as a goal and using the independence data collection tool to measure progress, we have developed video examples of this process.

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This segment is from WCNY's Move to Include initiative, you will learn about a boy named Oliver who discovers the wonders of being inside the circle of inclusion.

https://ideastream.pbslearningmedia.org/resource/because-of-oliver-video/move-to-include/

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Shelley Moore: Transforming Inclusive Education

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Differentiating Instruction: It’s Not as Hard as You Think

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Tags: Curriculum and Instruction, Diversity, Engaging Activities, New Teacher, Pros and Cons

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class?

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SMART IEPs (Step 2): Create Goals and Objectives

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Too often annual goals listed in an individualized education program are not specific and measurable. Find out how to avoid this pitfall.

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All Behavior is a form of Communication-Samantha Uschuk

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All Behavior is a form of Communication-Samantha Uschuk

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When negative behaviors arise I will always model using sign or their AAC device. For example:
Student: Wants more of one specific food-pulls teachers hair because he is upset.
Teacher: Signs more while saying "Do you more food?" Ok "you do" has them sign more before they get the food.

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I create communication opportunities by having their devices charged and on their desks readily available every day. We have multiple CORE boards and posters available for them to utilize and communicate. I use common sign language to help them advocate for themselves and let me know what they need/want.

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We use the CAR model everyday during our shared reading time. With my students I also have to remember to give wait time for their response and give them multiple ways to comment (AAC device, sign, touching a visual, etc.)

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One form of communication with use in my classroom is beginner sign language. I have signs posted throughout the room so they can either point at one that they want to say or if they know them they use them.

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Increasing engagement by having individual schedules at student desks. This helps them to visualize where they are in the day, what comes next, when they can have a preferred item or activity, etc.

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Increasing Engagement/ Working for Preferred Items

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Increasing Engagement/ Working for Preferred Items

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Every person is a unique individual, so in a group situation like a classroom, it can be extremely difficult to modify every part of an environment to meet every individual need.

However, it is helpful to have knowledge of some common strategies that have been shown to make a positive difference, specifically in the areas of focus and following directions or routines.
Related Article: 15 Behavior Strategies for Children on the Autism Spectrum
A distraction-free and structured/predictable environment is most conducive to learning and behavior for kids who:

become distracted easily

get overwhelmed by too much input

have visual-perceptual challenges (e.g., may have trouble visualizing where they are supposed to sit, where their area is in the room is, how to get from point A to point B)

have trouble understanding what is expected when given verbal directions (such as those with difficulty processing language)

Before creating a "distraction-free" environment at home consider the following:

As a parent, it is easy to become stressed and overwhelmed, especially with all the other things we have going on in our lives such as work, cleaning the house, paying the bills, etc.

When you have a child with learning differences or behavioral challenges, it can be especially overwhelming because you may have frequent appointments with doctors, service providers (e.g., speech therapy, occupational therapy, physical therapy, mental-health counseling, behavior specialists), your child's school, etc.

When you are juggling so many things at once it can be very difficult to ensure that your house is always distraction-free and structured, so do the best you can. You cannot be expected to be perfect and don't get down on yourself if you don't continually manage the suggestions in this article.

Additionally, some of these strategies are more practical for the classroom environment, so think about the ones that you think would work for you and your current situation.

Here are some tips for keeping your home/classroom distraction-free and organized.
Again, since every individual is different, every strategy will not work with every child. You may need to try different strategies to see what works best with your child.
1. Keep materials out of view when not in use.

Some children, such those with autism or ADHD can become overwhelmed or overstimulated when presented with too much visual and tactile (things you can touch) information so it is important to reduce clutter.

Try to have a specific place for things (e.g., toys in a bin, papers and pens in a drawer, etc.). If you want your child to get through dinner or homework/classwork without distractions, move distracting material out of the environment or keep it in a closed container.

If you have the containers on shelves, (as is often the case in classrooms) it can be helpful to hang a cloth over the shelves so your child is not distracted by the actual bins (e.g. , wanting to go over to them, take the materials out of them, etc.).

Here is an example. Some children may do well with organized bins such as the ones in the bookshelf on the left in the image above. Since the materials are put away in bins, this might be sufficient to keep some children from becoming distracted or over-stimulated by the items.

Other children may need the bins to be covered entirely as shown in the bookshelf on the right (above). It is covered with a piece of canvas cloth.

Have a schedule that lets students know when they will be using those materials and/or give specific directions for when students can go get materials from the bins.

For students who have trouble reading and/or understanding verbal language, use words and pictures to indicate what is in the bins. This will help students identify where to get the items they need and where to put items away. See an example below.

2. Minimize what is on the walls.

Sometimes children with autism or ADHD, who are in a general education classroom, get easily distracted by all the artwork and decorations they see. This can actually happen with any child, not just those with ADHD or autism.

In a general education classroom, it is difficult to keep all these items covered up/not visible because children who do not get easily distracted by this type of input benefit from seeing artwork and decorations around the room and having open access to materials. Try to compromise so you are meeting all students' needs.

You can keep the art-work and decorations in one spot, such as on a bulletin board (right outside the room or in a specific location in the room), rather than all over the room. The same would go for materials, as shown in the bookshelf images above.

Here are some examples:

Seat students who get easily distracted or over-stimulated away from the decoration board.

3. Give the classroom or learning space clearly defined areas.

This is more applicable to classrooms that have different stations (e.g., reading area, seat-work area, computer area, play area, sensory area, etc.).

You can use tape, room dividers, different color carpet (e.g., some carpet stores may donate left over pieces of carpet) or bookshelves to section off areas.

Here are some examples from autismtank.blogspot.com of classrooms with clearly defined areas.

and some more from theautismhelper.com

Students who are easily distracted, overwhelmed by too much input, have difficulty understanding the concept of staying in a specific area, or have trouble navigating the classroom, often benefit from this type of room delineation.

Use pictures and words to label the different areas to help students remember what each section of the room is used for.

For example, you could have something like this for your seat-work area:

4. Have a schedule, written & visual.

With a schedule, students know when they will be using the different areas and what they will be doing throughout the day. Refer to the schedule as your students move through different activities.
Related Article: How to Use Schedules to Improve Children's Behavior
Some students do better with mini-schedules.

You may want to have the different sections of the schedule removable so children know which parts have already been completed and what they still have left to do. You can do this by purchasing velcro and laminating the different pieces of the schedule.

5. Some children benefit from having their specific spot to work, play, or eat, visually defined.

There are different ways you can go about visually defining an area. For instance, a child who has trouble staying in his assigned area in the classroom may benefit from tape on the floor around his spot, so he knows where he is expected to be.

It is perfectly acceptable to allow students who have the need to move, stand up while they work, and even have some room to move around their desk/chair, but they still need to have some boundaries.

For example, the teacher may not want them to walk all around the classroom at any time, so tape is one way of teaching them where their area is.

To not single any student out, why not give all the students tape? This makes it easy to point or show them where they need to be when you want them to go back to their space. Small area rugs can also be used in the same way.

See an example of tape on the floor below:

Another way to visually define a student's space is to use cushions or mats when sitting on the carpet. This helps them know where their spot is. You can even delineate spots with tape. You may want to do this if you think students will play with their mats or cushions.

For another option, some rugs, such as the ones teachers use during storytime, have letters, numbers, or squares on them, which can also be used for students to know their space (e.g. "Brian, sit on the letter A).

Here is an example of using mats to delineate spots on the floor

and another example of a rug that uses squares to designate spots (you can also ask students to sit on a letter or image on the outer edge of the rug):

Some children benefit from having their workspace on their desk visually defined as well. As an example, if you have your classroom set up so that children sit at a table in groups of four, some children may need a visual aid to help them understand their workspace.

You can use tape to delineate that space. Some children with visual perceptual and language processing difficulties have trouble following verbal directions such as "keep your materials in your space," and benefit from a visual definition. Here is an example of using tape to help children understand their workspace:

Additional Considerations for Setting Up Classroom or Learning Spaces for Students with Autism, ADHD, or Other Needs.

This article primarily talks about how to keep spaces visually organized and how to keep visual distractions to a minimum. Some other things you might want to consider in your classroom is a cozy space/corner for students to relax/calm down such as the one shown in the example below.

You may want to include books, a comfy blanket, and some calming objects. This is one example, but there are a lot of ways to create a cozy corner.

If it works for your classroom setup, you also may want to include a section in your room that allows for movement.

Items may include a stability ball or wobble seat for sitting/bouncing on (some classrooms are actually replacing traditional seats with this type of seating), a hanging swing, or a trampoline.

This area can be used as an area for students who need frequent movement breaks throughout the day. You may want to incorporate sensory/fidget items in the break area as well, or allow students to hold fidget items during learning time.

Students should have clear-cut guidelines for how these items can be used, so they do not become a hindrance or a distraction.

Remember to keep your break space or calm-down space in their own sections of the classroom so it is easy for students to identify where they are.

Did I miss something? Comment below and let me know!

I would love to see a picture of your learning space!

References:

Education and Behavior - Keeping Us on the Same Page for Children!

Classroom Furniture & Accessories

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5 Tips to Set up the Classroom for Students with Autism and ADHD

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Every person is a unique individual, so in a group situation like a classroom, it can be extremely difficult to modify every part of an environment to meet every individual need. However, it is helpful to have knowledge of some common strategies that have been shown to make a positive difference, specifically in the areas of focus and following directions or routines.

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Can be used by teachers or also adults with higher functioning ASD to help get organized and navigate daily tasks.

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Quick and easy collection that can easily be done throughout the day or at the end of the day. You can also write in the comment section the frequency of the behavior if it is constant throughout the day. That way you don't have to write 15 incidents on the same day. It helps you identify if the behavior is major/ minor, the time of day that the behaviors most occur, etc.

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Collect office discipline referral data and make active, data-driven decisions to create the kind of school where every student is successful.

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Printed CORE boards as well as their personal AAC devices.

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Printed CORE boards as well as their personal AAC devices.

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ASL Visuals for providing multiple means of communication.

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ASL Visuals for providing multiple means of communication.

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Clear expectations, visuals for support, "I..." statement and placed where student can see and be reminded of their goal.

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Clear expectations, visuals for support, "I..." statement and placed where student can see and be reminded of their goal.

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Shared Writing Visuals for Students who are Non-Verbal with ASD.

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Shared Writing Visuals for Students who are Non-Verbal with ASD.

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Shared Writing Visuals for Students who are Non-Verbal with ASD.

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Shared Writing Visuals for Students who are Non-Verbal with ASD.

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Shared Writing Visuals for Students who are Non-Verbal with ASD.

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Shared Writing Visuals for Students who are Non-Verbal with ASD.

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Visual Supports Examples and When/ How to use them.

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Visual Supports Examples and When/ How to use them.

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Visual supports can help to:

provide structure and routine

encourage independence

build confidence

improve understanding

avoid frustration and anxiety

provide opportunities to interact with others.

They can make communication physical and consistent, rather than fleeting and inconsistent like spoken words can be.

Types of visual support

A wide range of items can be used as visual supports. For example:

These can be real objects, printed images, or on a smartphone, tablet or computer.

Uses of visual supports

Visual supports can be used in a range of ways, for example:

as a single message, eg the person takes a yellow card from their pocket when they need to go to the toilet, or a puts purple card on the board when they're feeling stressed

in combination to create a daily timetable, schedule, sequence or reward chart

to make a choice, eg the person can put the trampolining symbol in the 'afternoon' area of the board

to illustrate a social story or comic strip conversation.

Examples of visual supports

Make visual supports  portable, durable, easy to find, personalised and consistent.

Portable

Make the visual supports portable by:

using a visual supports app on the person's tablet

storing photos and pictures on the person's smartphone

putting symbols, pictures and schedules in a folder for the person to carry with them.

Durable

Laminate printed visual supports

Back up any app, photos and pictures you use on a smartphone, tablet or computer.

Easy to find

Ensure that visual supports are easy to find, for example by:

placing them in prominent places at eye level

putting them on an actual object

putting a single symbol in the person's pocket

distributing them throughout particular environments, eg objects and areas in the classroom and at home could be labelled

putting a shortcut to them from a tablet home screen

attaching symbols to boards so that people know where to go to look at them - you could also use Velcro strips to attach symbols to a board, meaning schedules can be easily altered, eg activities removed once completed.

Personalised

Visual supports are very personal and what works for one person may not work for another. Use the person's special interest, eg make a visual timetable in the shape of a rocket.

Remember that some autistic people have difficulties generalising, eg they may not realise that a Hula Hoop packet symbolises all crisps.

It can sometimes be helpful to use more than one type of visual support, but always introduce visual supports gradually. Start with one symbol and then build up a collection.

Consistent

If using pictures, once you choose a type or style (for example, line drawings), use it consistently. Ask family members, friends, teachers or support workers to use the same visual supports consistently.

Useful resources

There are lots of pictures you can download or buy as printed images and apps that you can use. Some examples are listed below. Inclusion does not mean that the National Autistic Society has endorsed them. You can search our Autism Services Directory or ask the community for suggestions of others.

You should always check the terms and conditions relating to the use of images that you download and any costs involved.

More information

Gerhardt, P, Cohen, M. (2014) Visual supports for people with autism: a guide for parents and professionals. Woodbine House

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Visual supports are a communication tool that can be used with autistic people. They can be used in most situations, and are adaptable and portable.