![]() If plans changed, the teacher simply switched out the card, and the kids understood and accepted it. As time passed, a card was moved or taken down. Students checked in on that schedule all day. I began to notice that a few classroom teachers had just stop using the individual student schedules (too cumbersome with multiple students with schedules in the class) and gone to a classroom one instead – and the effect was amazing. Our consultants began recommending visual schedules for more groups of students as time went on – students struggling with anxiety, managing behavior, transitions. a sense of understanding how their day works, and counts down as blocks of time wrap up, helps kids feel a sense of accomplishment, more safe and in control of their emotions.the flexibility of making changes to only the necessary parts of the schedule without having to change the entire day.structure and increased independence, allowing students to manage transitions with less support.a means of communication for students who struggle with oral language and / or auditory processing (they can point at the pictures to help get their message across, follow the pictures to understand what they might have missed verbally).an overview of the student’s day, in parts or as a whole, so the student has an idea of what to expect (this helps prevent anxiety).In special education, we had been putting picture symbols in place for our students with autism for years, as they provide The entire class can easily see the cards and manipulate them. Now it runs along the chalkboard on magnets, at eye level for most of my students. Now that I am back in kindergarten, I truly experience the benefits of actively using a visual schedule every single day! Originally, only the teachers touched the schedule. It was during my years as a special education teacher that I learned about visual schedules. I have worked inside many kindergarten and primary classrooms over the years.
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