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		<title><![CDATA[Working Together Team Gallery Feed - Examples of Visual Structures]]></title>
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		<description><![CDATA[EXAMPLES OF ADDING VISUAL STRUCTURE

&nbsp;When using visuals use a child/young person&#39;s strengths and interests as&nbsp;motivators.&nbsp;

Visuals&nbsp;support&nbsp;communication. They can help to provide structure and routine, improve understanding, avoid frustration, help regulate emotions and offer opportunities to interact with others.

&nbsp;For more information on the importance of how and why we use visuals when supporting your autistic&nbsp; children/young people click on&nbsp;

Sue Larkey&nbsp; &nbsp; &nbsp; &nbsp;

Teacher, Masters Special Education, Author, Speaker

Sue Larkey is a highly qualified educator who has taught students with autism spectrum disorder in the mainstream and special schools. She combines practical experience with extensive research having completed a Masters in Special Education and currently undertaking a Doctorate in Education.&nbsp;Winner of Naturally Autistic&nbsp;2013&nbsp;International Award for&nbsp;Community Contribution.&nbsp;&nbsp; Sue has authored many books on autism spectrum disorders. She believes that&nbsp;armed with the tools of understanding and confidence, much can be achieved.

First and then to show what is happening. Then could be a reward/motivator.



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A simple top-down visual schedule showing the whole school day.

You could cover or remove sections as they are completed to show the day getting shorter.&nbsp;

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These are more complex visual schedule for those that can match times with a clock. Again cover or remove to show finished.&nbsp;





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Visuals can be sequenced to promote independence so that the child/young person can move independently onto the next step. It would be useful to cover or remove steps as they are completed so the child/young person can easily refer back to what is next.

A task list for within a routine. The ticks are moved over as the tasks are completed. This could easily be adapted to mark off with a pen or be a simple written list for those reading at that level.&nbsp;



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Setting up a learning space-physical structure

A learning space or workstation needs to be a defined area, free of clutter. The layout of furniture and equipment should give clues as to what is happening and what is expected. This picture indicates the child/young person will be working independently.



Here is a workstation showing the use of the TEACCH approach. Tasks to be completed are in the green tray, when they are completed, they move to the red tray to show &quot;finished&quot;. There could be one task in the tray or several depending on the child/young person&#39;s needs. This could be used alongside First/Then so once the task/s are completed, there is a reward/motivator for completion.



Sand timers can be very powerful. Open-ended tasks can be more difficult to start as our children/young people are not sure of the expectation of how long to work for. Timers can support here-you work until the timer is finished. They can also be useful to forewarn of a transition point so they can prepare to stop a task or activity particularly if what they are doing is more preferable.


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