Anticipation Scheduleby Carmen Willings
teachingvisuallyimpaired.com Updated June 15, 2024 Create a daily schedule to help the students make sense of the day, prepare for transitions, and have literacy opportunities by using anticipation schedules. An anticipation schedule (Also known as a calendar box or schedule system) represents the different activities throughout the day. This helps students anticipate activities & their sequence.
By helping the students anticipate events the students will be less startled by them. A consistent schedule helps prevent inappropriate behaviors and helps the student anticipate change. Create a schedule even if the student doesn’t appear bothered by transitions as it is an excellent opportunity to embed literacy. By creating a schedule paired with labels, it will help the student recognize vocabulary. Use objects, pictures, symbols, or words depending on the student’s mode or possible future mode of learning. When creating a daily schedule for the students, it is important to incorporate routines (the parts of a class schedule that stay consistent), activities, and any special events. Post a written, pictorial and/or object schedule that is accessible to the students depending on their developmental level and primary and future mode of learning. The word (in print or Braille or both) paired with the object should be presented to the students at the beginning of each routine to help mark the transition. Objects and/or symbols should be presented in sequential order from left to right. Each object should represent the different activities that will take place during the day. Begin by using a meaningful object that is used as part of the activity. Have the student go to the schedule and take out the first item on the far left and carry it to the designated activity area. Have the student participate in the activity. Once the activity is done, have the student place the object in a “finished” box. As the student becomes familiar with the activities, consider moving through the hierarchy of symbols to slightly more abstract symbols. Creating an anticipation schedule can greatly benefit students by providing a representation of the day's activities. This will help the student understand the sequence of events. Here's how you can create an effective anticipation schedule tailored to individual students:
Hierarchy of Visual SymbolsThe visually impaired student must have deliberate involvement with actual objects before replicas will have any meaningful association. Do not assume that a student has had experiences even with what you think may be common objects. The student must first be taught the association and the meaning of the symbol before it becomes meaningful. After the student has enough of an image of “the real” to do comparative thinking about the identifying characteristics, replicas can start to have meaning. The following is the hierarchy of symbols to use with students. Start with the most basic and progress only when the student demonstrates the ability to identify more abstract symbols.
The schedules should be highly individualized and must make sense and be understood by the student using them. For that reason, it is ideal to have an individual schedule for each student. Use sturdy cards such as the APH tactile connection cards. Place Velcro on the back of the cards so they can be moved around to reflect the current day’s schedule. The following is a chart of possible objects to represent common activities. Be sure to use objects that make sense and are meaningful to the student.
By following this hierarchy, you can ensure that the anticipation schedule is tailored to the student's level of understanding and mode of learning. Overall, an anticipation schedule provides students with a representation of the sequence of their day that offers predictability and understanding.
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