Educational Planning For a Student With Autism – Bring on the Visuals!


For an individual who thrives on order and routine, our planet is a scary location! Humans interact at record breaking speeds every thing we do is higher speed, immediate and ever changing. Even our homes and classrooms tend to be quickly moving individuals from one activity to the next, changing schedules and living in the moment. It is a sign of our occasions and right or wrong, it is what it is. As non – autistic men and women we need our Blackberrys, our calendars, and our day planners to remain organized. A lot of of us could almost certainly advantage from obtaining a personal secretary! Individuals with autism require a way to cope with the demands of a rapidly paced society.

Schedules, lists, checklists and agendas are visual methods of organizing the planet. Visual supports are the cornerstone of independence for an person with autism. They inform an person what wants to be done, when and what is coming next. Visuals supply order to a disorderly atmosphere with no the need to have for continual directions. It is not sensible to fade out visual schedules due to the fact these are the tools that an person will use for the rest of his/her life in order to be more independent. Students can be taught how to make and use daily visuals in order to bring order to their day and reduce anxiousness.

Visuals can vary from written words to photographs, pictures, objects and item samples to a combination of supports. The following are a sample of some useful visual supports:

A everyday schedule that lists events/issues to do/activities/adjustments in schedule

A important ring with visual reminders of social guidelines (private space, staring, waiting in line etc…)

Checklists of tasks to total and a spot to indicate when are tasks completed

Checklists outlining the sequence of methods to full a activity (washing dishes, laundry, bathing, making use of appliances and so on…)

Checklists of supplies necessary (packing a swim bag, packing a lunch, packing homework or supplies for a class)

A pocket size relaxation booklet

Labels to indicate place and sequence (drawers for clothing, hygiene supplies, cupboards and so forth…)

Graphic organizers or templates that outline what details is necessary and where it need to be recorded

Semantic maps (these “thoughts webs” help students collect data and see the relationships
between components that otherwise might seem unrelated since of the learning style of students with autism)

Cue cards (Reminders about how to solve a dilemma, recall a rule, make a transition and so forth…)


Energy cards that outline the way that a preferred character would handle a scenario (the card demonstrates powerful techniques for the individual with autism to act or respond)

Social Stories(TM) as developed by Carol (A particular approach that involves a written story with pictures which describes a social scenario. These stories make the unknown recognized for student with autism)

We wouldn’t consider expecting a wheelchair bound particular person to “fade” the use of their wheelchair it gives an opportunity for freedom and increased independence. Visual supports offer you the identical advantage to people with autism. It is only fair to give an individual all the tools that they need to have to live a life that is fulfilling and enjoyable!