Visual Schedules have numerous benefits, including: When we collaboratively design the visual schedule with the classroom teacher, teachers are more likely to implement and adopt the intervention as part of their everyday practice. In addition, the reader will learn 8 critical design elements for designing and implementing a visual schedule that best meets the needs of the specific learner(s) to facilitate improved occupational performance in the classroom environment. This post will provide the school-based practitioner with the tools needed to collaborate with the classroom teacher to co-design an effective Visual Schedule. While using a Visual Schedule appears simple, there are multiple elements to this skilled intervention that, when systematically considered, will make or break its effectiveness. So why in the world would a teacher not use this proactive piece of gold? It is mind-blowing how often I observe classrooms that are not using visual schedules effectively or not using them at all. There is no possible way I would be able to focus on “now” if I didn’t know what was coming “next.” Many General Education Teachers Find Them Ineffective The thought of remaining somewhere for 7 hours without a detailed breakdown of the upcoming events gives me anxiety. I can not go a day without my monthly calendar, day planner, and to-do list.
Teachers use plan books, high-powered office executives use agendas, and travelers follow Itineraries. Most agree that posting the day’s schedule is a common teaching practice in general education. Visual Schedules are well supported by evidence to support a student with ADHD in the classroom environment.
Ample research supports using visual schedules in the classroom as proactive whole-class behavior management.
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