Welcome to the Visual Supports Series, where we are exploring the concept of visual supports and its applications across a variety of settings. In Part 1, we went over the basics of visual supports and how we might use them. In Part 2, we talked about some principles for creating more effective visual supports. 

In Part 3, we will be taking a closer look at visual supports as a teaching tool.

Teachers have long used visual supports to enhance lessons, ease communication, and help remind students what they should be doing. AFIRM has a helpful module that, among many other things, goes over a variety of types of visual supports one might use in a classroom setting. 

So what are some situations in which we can apply those principles, and when will applying them be most beneficial to both teacher and student? Let’s take a closer look!

The way we organize our space can go a long way toward quietly indicating to students what they need or can be doing at any given time. The way we arrange desks and chairs is a classic example. 

We might have one arrangement in mind for a lecture or another for a Socratic discussion, or another still for group activities. AFIRM expands on this with the concept of boundaries, creating designated spaces for certain activities, or covering up certain materials until they need to be used, so students know what to look for in any given activity. 

One example might be a daily schedule shelf, where the materials for each activity are placed and are covered up until it is time for that activity. Students can have both a visual reminder of what they are supposed to be doing and a clear indicator of the materials they need right now.

Sometimes we treat visual communication tools for students purely as an accommodation. But it’s something all students can benefit from in some situations. This is especially the case given that you may have many different students trying to communicate the same thing to you at once. 

The most classic example we may take for granted is raising our hands. We all know it as a shorthand for indicating we have something to say. But how can we create other helpful shorthands? 

One great shorthand is a red light-yellow light-green light system for class activities. A red light can indicate a student is stuck and needs assistance to get going again. A yellow light can indicate that a student doesn’t need help right now and is still working on it. A green light can indicate that a student is done and is ready for the next thing. Of course, this is just one potential system, and the right system is the one built to meet the communication needs of the people using it.

Visual reminders are both a helpful way to limit how many times we need to repeat instructions and a great reinforcement tool for a more complicated verbal instruction. 

A simplified visual version of a more complicated concept can be a great way for students to remember the big picture and have a cue for remembering some of the more nuanced details that might not directly fit on a visual. 

Visual reminders can also be an incredibly helpful shorthand! If you have lots of materials around the classroom and students are expected to find what they need to complete a given activity, one helpful visual reminder can be to place little flags near all the items that students will need for the activity at hand. 

Students can know where to go early on and remember where to go if they run out of something and need more! It’s always helpful to think about new ways we can use visual reminders to support our own style!

With that, we are wrapping up for the week, but we still want to hear from you! If you have thoughts on visual supports or want to see us cover the topic more in depth, just drop us a line at hello@autismgrownup.com and stay tuned for Part 4, where we will take a look at visual supports as an accessibility tool.