Getting Started: Using Visual Systems to Promote Communication

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34 Topic 11 – Visual System f) Labelling the environment Labelling the environment can help maintain structure and organisation of the environment by labelling shelves, activity areas and storage containers. It promotes early reading, matching skills (for example, real objects to object symbols/photos/computer line drawings/words). This will help you to support the child’s ability to independently access and return materials, keep his/her environment structured and organised. You can go on a label walk where you point/touch the labels and say/sign the name of the item. This way the child is more likely to feel more secure in their environment and more familiar where items are. The items in the calendar can be represented as object symbols /photos/computer line drawings as appropriate. The door has been labelled with the written word The fridge has been labelled with the written word ‘fridge’ and photo of a fridge The chair has been labelled with the written word and a computer line drawing
35 Topic 11 – Visual System g) Calendar A calendar is a visual system that helps teach the meaning of time (for example, days of the week) as they build a concrete link to the past, present and future. You can mark main activities, appointments, holidays, events, trips, other important days such as birthdays. The items in the calendar can be represented as object symbols/photos/computer line drawings as appropriate. This calendar was used to inform Rod what days he was / was not going to childcare. A ‘no symbol’ is used to represent not going to kindy This calendar was used to inform Han what leisure activities, appointments etc. he was going to participate in during the week.
Page 1 and 2: 1 GETTING STARTED!!! Using VISUAL S
Page 3 and 4: 3 TABLE OF CONTENTS 1. Introduction
Page 5 and 6: 5 Topic 2 - What is communication?
Page 7 and 8: 7 Topic 3 - What are the different
Page 9 and 10: 9 It is important to embed visual s
Page 11 and 12: 11 Topic 5 - Why use visual systems
Page 13 and 14: 13 By using visual systems the chil
Page 15 and 16: 15 RECEPTIVE EXPRESSIVE Topic 7 - W
Page 17 and 18: 17 Use a minimum font size of 18 po
Page 19 and 20: 19 9. Additional cues - In conjunct
Page 21 and 22: 21 Topic 10 - How do you make the v
Page 23 and 24: 23 - Size of visual support Orange
Page 25 and 26: 25 Topic 11 - Visual System a) Firs
Page 27 and 28: 27 The daily schedule shows the big
Page 29 and 30: 29 Example of making a sandwich min
Page 31 and 32: 31 Example of Lucas using his PECS
Page 33: 33 2. Learning how to carefully loo
Page 37 and 38: 37 Topic 11 - Visual System ‘Let
Page 39 and 40: 39 EXAMPLE OF A ‘LET’S CHAT PAG
Page 41 and 42: 41 TOPIC 12 - TIPS FOR ENCOURAGING
Page 43 and 44: 43 Self-talk involves talking aloud
Page 45 and 46: 45 o A SPECIAL NOTE Children gain t
Page 47 and 48: 47 TOPIC 14 - APPENDIX - Useful int

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