Visual+Supports+in+Kindergarten+Reading

Visual Supports
Many students with autism or other communication impairments have difficulty understanding language input. If a child has difficulty with receptive language or needs extra time to process verbal input he or she may be perpetually trying to follow the verbal exchanges and never catching up. It is effective for many students to receive input through tangible visual supports.There are many ways to provide visual supports and lots of opportunities throughout the day.

The following video presents a simple set of visual supports to allow for more active participation in reading a story and in a follow up activity by a kindergarten student with autism.

What to watch for:
__**Multiple ways to interact with materials**__. In this case key elements of the story (characters and setting elements) were scanned, printed, laminated and made available in a folder with velcro coins. As the teacher reads the story, Fred moves the visuals from one side of the folder to the other. This provides concrete, tactile and //kinesthetic// interaction with the information from the text.

Additionally, the same visuals used while reading and be used afterward in comprehension and sequencing activities.


 * __Clear Expectations and Directions.__** Simple hand drawn visuals represent the six steps of the follow up activity. Each is reviewed for all students as each student follows along. Again, the teacher involves the students kinesthetically as they touch and follow with their fingers.


 * __Modeling Expectations and Directions.__** It's important for directions to be explicit and concrete, e.g. "We're going to use this shade of pink and color the entire plate." Pairing verbal instruction with modeling helps embed the expectations for all students.


 * __Visual Supports.__** Finally, for each step in the process, the teacher provides a visual reminder for all students. If a student needed that same level of support individually the visuals could be presented in a schedule format.

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