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5. Children who have difficultly More Information grasping the concept of time. Visual Timetables Children will be able to see that the Talk to your Specialist Teacher, Early day is a series of events. They will Support Officer or Speech and Language begin to understand that each Therapist for more information about using activity lasts a specific amount of visual timetables. What is a visual timetable? time. A visual timetable shows a child 6. Children who have difficulty what is happening during a sequencing events. The session at school (and at timetable provides a meaningful home) using pictures or focus for language work, ‘What are you going to do first/now/next/last? symbols. What did you do this morning?’ Children can be encouraged to read It is usually about 15cms by top to bottom and left to right. 60cms (sizes vary according to need, ability and space). A 7. Children who need help to strip of Velcro runs down the organise their time. Help centre. The children see that they will need to get timetable can be on with work, as they have more activities to do. vertical or horizontal. 8. Children who cannot cope Inclusion Team with change. A child can be Small photographs taught to anticipate changes and be The Learning Trust or symbols are TLC prepared for them. Changes in 1 Reading Lane placed on the familiar routines can be talked about Hackney E8 1GQ timetable to through the timetable and referred to represent the activities for a session. regularly to help the child accept the Phone: 020 8820 7326 change. Fax: 020 8820 7446 A small ‘finished’ box is stuck on the bottom. email: email@example.com The timetable can be used with the whole class and individual children. How does the adult use a visual How does the child use a visual Who can benefit from using a timetable? timetable? visual timetable? An adult places pictures on the With only as much support as 1. Children who have no timetable to represent the session. necessary a child will look at the language, language It is recommended that no more timetable at the beginning of each difficulties, have English than 6 pictures be placed on the session to check what they have to as an Additional Language timetable at once. For some do. or are Deaf or Partially children just 1 or 2 pictures may Hearing. Adults have a visual be used initially. The timetable is If necessary the adult will talk through means to show children what is usually stuck on the wall where it the whole session with the child happening. is visible and accessible to the taking the opportunity to use child. sequencing language (now, then, 2. Children who are not next, finally etc). working independently. Children can see for themselves Examples of sessions in class for what to do rather than constantly a variety of abilities and ages: The child will then do the first thing asking the teacher. hang up coat, say hello to adults, on the timetable. When the activity is sand tray, drawing activity, toilet, finished the child will go, or be taken, outside play 3. Children who find it to the timetable. The child will take difficult to cooperate with register, assembly, literacy, finishing work, playtime. the symbol off the timetable, place it the class routines, stay on carpet time, counting activity, in the finished box and look to see task or attend for long choosing, toilet, wash hands, what to do next. periods of time. A child may lunch be persuaded to cooperate if they register, PE, storytime, hometime If necessary the adult helps the child can see that the task has an end see what is going to happen next. and something they like will Timetables can be broken up into follow. curriculum areas if necessary, A At the end of each session the adult literacy session may look like this: will place the next session’s cards. 4. Children with memory whole class story, writing at table, problems. Visual timetables group reading, handwriting, help children remember plenary instructions and so be able to get on with work independently.
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