Daily Schedule

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 16, 2025
Creating a consistent and predictable daily schedule is essential in developing a meaningful program for all students—especially those who are blind or visually impaired. Predictability fosters security and independence, helping students anticipate what comes next and reducing anxiety or inappropriate behaviors that may arise from uncertainty.
A structured routine supports the development of temporal and spatial understanding, builds concept knowledge, and reinforces language related to objects, symbols, and words. For students with sensory needs, the schedule should also include opportunities for sensory input to support regulation and readiness for learning.
In addition to the core components of a well-planned day, there are specific considerations for students with visual impairments to ensure equitable access to all parts of the routine and opportunities for concept development.

​Before the Students Arrive

Establishing a smooth day begins before students even walk through the door. A morning checklist is highly recommended—especially during hectic mornings or when substitutes are present. Key steps include:
  • Prepare and organize all materials for the day.
  • Conduct a safety check that takes into account the unique needs of each student.
  • Ensure data collection forms are ready and accessible for staff.
  • Post a zoning chart that aligns with the classroom schedule. (A zoning chart outlines which staff members are responsible for which activities throughout the day, preventing confusion and promoting consistency.)
  • Turn on auditory cues or sound sources, if used.
  • Prepare the sign-in chart for student arrival.
  • Set up individual and class visual or tactile schedules using appropriate modalities (e.g., object, picture, symbol, braille, large print).

​Designing the Schedule

​A well-balanced schedule includes a variety of learning formats:
  • Teacher-directed and child-initiated activities
  • Large group, small group, and independent learning experiences
Large group time is ideal for:
  • Morning meetings and daily planning
  • Reviewing themes, topics or concepts
  • Movement activities and songs
  • Shared storytelling
  • Transitions between parts of the day
Small group time allows for:
  • Targeted instruction with 1:1 or small groups (4–5 students or fewer)
  • Hands-on learning (e.g., cooking, art, science experiments)
  • Focused concept development with real objects and themes
Following small group or center activities, ensure students participate in clean-up routines to reinforce spatial concepts, object permanence, and task completion. End this portion of the day with a group review of what was learned.

​Morning Transitions

​Greet students warmly and provide any information about changes to the usual routine. If a student needs help getting from the bus or carpool area, encourage independent travel using skills learned with the Orientation & Mobility Specialist. Use fading support strategies to promote self-reliance.
Upon arrival in the classroom:
  • Prompt students to hang up coats in assigned lockers, cubbies, or hooks.
  • Support them in locating their belongings and identifying their name (via print, braille, texture, shape, or symbol).
  • Encourage independence with tasks such as unzipping backpacks, removing folders, and placing items in designated spots.
This time is a valuable opportunity to reinforce fine motor skills and daily living routines.

​Signing In

​Provide a developmentally appropriate sign-in activity based on each student’s abilities:
  • Match name cards
  • Use letter tiles or magnets
  • Copy letters
  • Trace or write a signature
  • Match tactile symbols or textures with braille names
This task promotes literacy, name recognition, and independence in functional routines.
For students with low vision, use bold print or color contrast. For students who are blind or not yet braille readers, include tactile symbols or objects associated with their name.

​Transitions Throughout the Day

Help students understand the passage of time and anticipate changes in activity by:
  • Referring to a schedule
  • Setting timers or identifying clock times
  • Providing verbal warnings or auditory cues
Always inform students before touching, guiding, or lifting them. For non-mobile students, give verbal notice and use the student’s name to invite them to be “part of the action,” establishing emotional security and involvement. Avoid startling students through sudden movements or loud voices.

​Afternoon Departure

​Departure routines are another opportunity to build independence and reinforce skills:
  • Encourage students to pack their own backpacks, including placing communication folders inside.
  • Support them in dressing appropriately for the weather—engaging zippers, buttons, snaps, and putting on outerwear with increasing independence.
  • Allow students to sign out by moving their name or tactile indicator to the “out” area of the chart.
These simple but meaningful routines support life skills, time awareness, and self-advocacy.
​A thoughtfully designed and consistently implemented daily schedule supports all students, and especially benefits those with visual impairments. When routines are predictable, inclusive, and adapted to students’ unique needs, they provide a framework that nurtures confidence, builds independence, and promotes meaningful engagement with the world.

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