How can I use visual symbols, pictures, pictograms, photos? Sometimes a learner needs stimulus. Visual stimulus is one of the strongest forms of recognition, so the both you and the learner can get to what they really want to know, the vocab.

Timetables, calendars and schedules

Individual or whole class timetables and schedules help students to predict what is happening next and specifically what they will be required to do. They minimise anxiety and confusion and maximise structure, security and independence.

Schedules and timetables should always highlight activities the student wants to do so it is rewarding for the student to follow his/her timetable or schedule. The complexity of the timetable or schedule depends upon the user and their ability to comprehend the information on it.

Cue cards

These are simple cards depicting (photos, symbols, line drawings or images) what the student is required to do. This limits the need for verbal reminders or prompts and maximises independence.

Sometimes cue cards can be used in situations when verbal language is unlikely to be processed such as at times of extreme stress or anxiety. For example, a cue card to remind a student to ask for help or take a break. Cue cards can also be used to prompt students of the next step or what to do in a certain situation, such as the play prompt ring. Key rings or bag tags are great cue card holders, keeping cards where they are needed most. There are many resources available to be purchased and/or downloaded online.

Story-based interventions

These are individualised stories prepared for a student about specific situations. They may vary from a single photo to several pages of written information paired with visual representations. They may be made by an adult, with the student’s input (e.g. drawing/choosing the images) or by the student themselves. Story-based interventions give specific information about what to do and say in a given situation. They are factual. Information presented in a story must be simple and able to be processed by the individual.

Activity checklists and other lists

Learner’s of English may have difficulty working out the correct sequence of steps involved in a procedure, particularly where to start. Checklists help to increase independence by providing the cues to start complete and finish a task. They may be complex for complex tasks or a simple sticky note with two drawings on it indicating what the student needs to do in this activity.

Lists are particularly useful in situations when the student may be easily distracted (unpacking bag in the morning) or stressed and unable to remember a sequence of events (new activity, tired after school, excited during a game).

Lists provide structure and predictability, support receptive language (comprehension) and can limit the social demands of tasks (follow list, not listen to adult/copy peer) when this is an issue. It is important to teach students how to complete a list e.g. cross off tasks or move completed images to ‘finished box’ or completed side of list. Work systems can be visual lists.

Rules and/or visual reward systems

Visually presenting rules and expectations supports greater comprehension. Visual reward systems clearly show the student what they have to do (desired behaviour), how much they have to do (number of boxes to tick/complete) and the benefits for them (reward/motivating activity).

It removes the many uncertainties of prompts such as “if you are good you may….” which does not tell the student specifically what ‘being good’ involves and when they will be ‘good enough’ to receive their reward. Making a puzzle out of a photo of a preferred activity or item and supporting the student to earn puzzle pieces for specific behaviours is another visual reward system. Once the puzzle is complete (pieces fill the original photo), the student may gain access to that item or activity.

Augmentative and alternative communication (AAC) supports

AAC is a method of supporting students with severe communication difficulties to understand language used by others and to express their own needs, thoughts and wants. Some examples of AAC that may be used in the classroom to support comprehension and expression include keyword signing, Aided Language communication displays, communication cue cards, conversation or chat books, speech-generating devices (SGD), and other computer or tablet based applications. Remember that your students will be enthused by technology, make it work for you.

Video modeling… You Tube… Class Video ?

Video modeling has been found useful for learning a variety of skills such as changing activities, classroom rules, self-care skills (toileting, organising equipment, eating lunch from a lunch box) as well as developing increases in social and communicative skills such as play skills in students with learning difficulties or classic shyness.

It can be motivating, time and cost effective (e.g. filming a peer completing a routine using a tablet device), portable and allows opportunities for repetition. It may include filming peers or others completing a sequence or task or video self-modeling (VSM) which involves editing footage of the student completing a task or sequence.

Photos and Pictures, Examples, Samples and Guides

Your world and experiences in pictures can enlighten a student’s recognition and connection with the English speaking world. Photo essays and action/reaction photos can help students improve conversation and vocabulary.