Why visual schedule is essential in a classroom with ASD students

Experts in the field have already established the fact that individuals with autism learn best in an environment of predictability and structure. They are often known to benefit from visual supports and schedules. In plain words, when they know what is coming up next on their day, they have a better chance at coping with their anxiety, of having to face the unknown. Just like the average adult who need an agenda and a planner to schedule their day, an individual with autism need a visual schedule to eliminate uncertainties of the day ahead of them. If the child is able to read, the visual schedule can simply be written down but for a younger child or one who is yet to read, a picture format schedule would be the best choice. Whatever the format, it is a tool that would help teachers eliminate anxiety in ASD students and consequently, remove behaviour problems that might come up due to the students inability to process his environment and the information swamping him at any given time. The visual schedule becomes a point of reference for the student to know that even if he is not enjoying or understanding his current activity, he might be able to look at the schedule and see something else on it that will keep him going. Knowing that although he is doing math at the moment and that he really doesn't understand it which might show up in difficult behaviours, he might see music or gym, his favourite part of going to school, on the afternoon part of the schedule. Maybe knowing this will be his reinforcement and help him get though the day. Setting up a visual schedule should be simply a part of a teacher's preparation for the day. With this in place, there's a much higher chance for a better day for both the teacher and the student. For further reading go here http://autismclassroom.com/wp-content/uploads/2010/11/magazines/AutismClassroomMagazine_March2010.pdf