Visual supports

Students with Autism process information presented visually much more effectively in comparison to information presented verbally, in particularly when they are stress, anxious or upset. * Many students with ASD take longer to process message or don't always understand verbal message. Visual images, objects or photos can assist the student to understand verbal instruction and refer back to as required.

It is important to built any kind of visual support into students routines and lessons. When there is no communication system set up or when communication break down occur it can be very frustration for the student, their peers and the adult to determine what they want.

In my classroom, apart from individual communication systems and visual schedules, I use simple Lanyard with combination of visuals and photos, such as: yes/no, drink, lunch, walk or help and other individualised comprehension supports that meet a specific child’s needs. It is safe to say I feel out of space without it.

How do you support your students comprehension?

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*Rao, S. M., & Gagie, B., (2006). Learning through seeing and doing: visual support for children with Autism. Teaching Exceptional Children, 38 (6), 26-33

*Meadan, H., Ostrosky, M.M., Tripplet, B., Michna, A., & Fetting, A., (2011). Using visual support with young children with Autism Spectrum Disorder. Teaching Exceptional Children, 43 (6), 28-35