| For an individual who thrives on order and routine, our | | | | when are tasks completed |
| world is a scary place! Humans interact at record | | | | Checklists outlining the sequence of steps to complete |
| breaking speeds; everything we do is high speed, | | | | a task (washing dishes, laundry, bathing, using |
| instant and ever changing. Even our homes and | | | | appliances etc...) |
| classrooms tend to be quickly moving people from one | | | | Checklists of materials needed (packing a swim bag, |
| activity to the next, changing schedules and living in the | | | | packing a lunch, packing homework or materials for a |
| moment. It is a sign of our times and right or wrong, it is | | | | class) |
| what it is. As non - autistic people we need our | | | | A pocket size relaxation booklet |
| Blackberrys, our calendars, and our day planners to | | | | Labels to indicate location and sequence (drawers for |
| stay organized. Many of us could probably benefit | | | | clothing, hygiene materials, cupboards etc...) |
| from having a personal secretary! Individuals with | | | | Graphic organizers or templates that outline what |
| autism need a way to cope with the demands of a | | | | information is needed and where it should be recorded |
| fast paced society. | | | | Semantic maps (these "thoughts webs" help students |
| Schedules, lists, checklists and agendas are visual | | | | gather information and see the relationshipsbetween |
| ways of organizing the world. Visual supports are the | | | | parts that otherwise may seem unrelated because of |
| cornerstone of independence for an individual with | | | | the learning style of students with autism) |
| autism. They tell an individual what needs to be done, | | | | Cue cards (Reminders about how to solve a problem, |
| when and what is coming next. Visuals provide order | | | | recall a rule, make a transition etc...) |
| to a disorderly environment without the need for | | | | Calendars |
| continual directions. It is not wise to fade out visual | | | | Power cards that outline the way that a favorite |
| schedules because these are the tools that an | | | | character would handle a situation (the card |
| individual will use for the rest of his/her life in order to | | | | demonstrates effective ways for the individual with |
| be more independent. Students can be taught how to | | | | autism to act or respond) |
| make and use daily visuals in order to bring order to | | | | Social Stories(TM) as developed by Carol (A specific |
| their day and reduce anxiety. | | | | strategy that involves a written story with pictures |
| Visuals can vary from written words to pictures, | | | | which describes a social situation. These stories make |
| photos, objects and product samples to a combination | | | | the unknown known for student with autism) |
| of supports. The following are a sample of some | | | | We wouldn't consider expecting a wheelchair bound |
| useful visual supports: | | | | person to "fade" the use of their wheelchair; it provides |
| A daily schedule that lists events/things to do/activities | | | | an opportunity for freedom and increased |
| changes in schedule | | | | independence. Visual supports offer the same benefit |
| A key ring with visual reminders of social rules | | | | to individuals with autism. It is only fair to give an |
| (personal space, staring, waiting in line etc...) | | | | individual all the tools that they need to live a life that is |
| Checklists of tasks to complete and a place to indicate | | | | fulfilling and enjoyable! |