Strategies

When creating the daily schedule, tailor the format to match the skill level of each student to ensure comprehension and ease of use. For a student who is not yet able to read or recognize pictures as representations of objects or events, the schedule can be created using tangible objects that symbolize each scheduled activity. For example, a wrapped snack […]

Teach students the proper procedures for accessing materials, such as raising their hand, seeking teacher permission, and then retrieving a pencil from the supplies shelf. It’s important to provide clear and consistent instruction on these steps. Additionally, consider posting a daily schedule that is easy to understand and follow, as both neurotypical students and those

Additionally, make commonly used classroom items such as school supplies and games easily accessible by storing them on shelves or in transparent containers. Consider providing labels for these items using a combination of pictures and words to aid in identification when needed.

Clear boundaries can provide students with a better understanding of designated areas for specific activities, such as relaxation or studying. However, in reality, classroom spaces often serve multiple purposes. In spaces that serve multiple purposes, you can utilize signs or visual indicators to designate specific uses for the space at a given time. For instance, you

Implementing visual cues in the classroom, as suggested by Volmer (1995), can greatly enhance the independence of students with developmental disabilities by helping them navigate the physical environment effectively. Visual cues can include boundary markers such as furniture, rugs, and colored tape on the floor, which can represent distinct spaces designated for different functions. Critcut printers