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?
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?
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.
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
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
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.