Abstract
Students with disabilities often struggle with the transitions throughout the school day, which can lead to prompt dependency and the emergence of challenging behaviors. One evidence-based practice is the use of visual activity schedules (VAS). VAS provide a visual list of what will occur throughout the day, in the student’s mode of receptive communication (objects, picture symbols, words). VAS provide predictability to decrease the anxiety that can arise with transitions. The following practitioner’s piece provides guidance geared toward new special education teachers in how to choose the correct VAS symbols and create a VAS that is appropriate for your student’s level of independence.
Recommended Citation
Elliott, Mary and Swain, Rasheeda
(2021)
"A Special Educator’s How-To Guide to Visual Activity Schedules,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 8:
Iss.
2, Article 2.
DOI: https://doi.org/10.61611/2995-5904.1037
Available at:
https://digitalcommons.murraystate.edu/ktej/vol8/iss2/2
Included in
Elementary Education and Teaching Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons