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 bar can represent snack time, and a book can represent circle time when the teacher reads a story to the class. For a student who recognizes pictures but is not yet able to read, the schedule can include pictures to represent each scheduled event. For instance, a picture of the Occupational Therapist can signify a weekly pullout OT session. For a beginning reader, the schedule can combine pictures with corresponding words that describe the events of the day, helping them develop their reading skills. For a fluent reader, a written schedule with words selected at the student’s reading level can be used to provide a more detailed and comprehensive schedule.
A classroom schedule outlines the day’s events that impact all students in the room. Additionally, teachers can create personalized schedules for students who require extra services or supports. However, it’s important to note that schedules are effective only when they are actively used. Students should review their schedule at the beginning of the school day. As each activity is completed, students can mark it off on their schedule or remove the corresponding picture from the schedule board to indicate completion. In case of unexpected cancellations or changes to the schedule, teachers can help students adjust more easily by sitting down together to review and revise the schedule to reflect the altered plan for the day.