Daily Schedule

By: Carmen Willings
teachingvisuallyimpaired.com

Putting together an appropriate program for all students begins with creating a consistent and predictable daily schedule. Creating a consistent schedule will help the students anticipate what is going to happen next. By developing patterns for regular activities, the students will anticipate events and thereby be less startled by them.

A consistent schedule will help prevent inappropriate behaviors by helping the student anticipate the change. The schedule will help the student to recognize, understand and apply vocabulary knowledge of object, picture, symbol, and words. A consistent schedule will help teach the structure of space and the sequence of time.  For students who require sensory input, you will also need to embed opportunities for students to have their sensory needs met in order to prepare them for the next task. There are additional considerations that are unique to students with visual impairments that can help them access all areas of the routine schedule along with incorporating concepts that will benefit all students in your program.

Prior to Student's Arrival

Until you become familiar with the morning checklist, if your mornings can be chaotic, or if you have any distractions in the morning, it is VERY helpful to have a morning checklist. This is also helpful for substitutes! Prior to the student's arrival:

• Be sure that materials are prepared and set out.
• Complete a safety check specific to your students unique needs.
• Ensure data collection forms are prepared and accessible for all who will be recording data.
• Be sure a zoning chart paired with the classroom schedule is posted (A zoning chart indicates what activity each teacher is responsible for during each activity and routine during the day. This chart avoids confusion on who is responsible for what.)
• Turn on sound sources if applicable.
• Sign-in chart is prepared for students.
• Individual and class daily schedules are prepared.

Planning the Schedule

When creating the schedule, it is important to create a balance between teacher-directed and child-initiated activities. It is also beneficial to alternate large group, small group, and independent activities.

• Large group activities lend themselves to shared experiences, discussing plans for the day, reviewing concepts learned earlier in the year, music and movement, telling stories, and transitional activities.
• Small group time provides an opportunity for teachers to guide a learning activity or engage in direct instruction (4 to 5 students or less at a time) work with concepts, discusses theme topics, conducts hands-on activities such as cooking or special art projects and teacher lessons. Small group instruction can be preceded by a whole group time when the group as a whole can discuss what will be accomplished during the small group or center time. Introduce what materials and activities are available and the purpose. Give instructions on proper use of any new materials in the center or classroom. After small group instruction or center time, be sure to have the students clean up and restore the materials to their proper location. Follow this time with a large group activity to review what students did and how they carried out the plans.

Morning Transition

Make a point to greet the students and tell them any expectations outside of their normal routine. If the student needs assistance getting from the bus or carpool lane, ensure the student's safety, yet encourage them to travel as independently as possible following the guidance and direction of the Orientation and Mobility Specialist. The goal should be to provide fading support in order for the student to learn independent travel skills.

Once in the room (or other designated area), encourage the student’s to hang up their coats in their own cubicles, hooks or lockers. Morning arrival can be a hectic time of the day, but it can also be a great time to naturally work on many skill areas. Encourage students to discriminate their own name on cubicles or their locker number from that of others. Promote independence by encouraging the students to practice disengaging fasteners to remove coats and locate hood or loop to hang on hook within their locker or cubicle. Have the students unzip their own backpacks and remove communication folders, etc and either have them deliver them to you or place them in a designated file with their name.

Signing In

Once the students have removed their coats and unpacked their backpacks, have the students sign in on a sign in board or attendance chart. Depending on student’s ability, the student could match their name to the name on the chart; copy the letters in their name by printing or using letter tiles or magnets; or signing their name. Students can practice matching letters to form their name (or developing a signature) as well as practice independence in activities of daily living and early work skills.  This is a natural time to practice signatures which is important for future responsibility and independence. For students with low vision, have the student’s name in bold print. You may want to use another association such as a texture, color, or shape. For students that are blind or functionally blind and not yet reading braille, use a texture and shape paired with their name in braille.

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Afternoon Departure

Prior to departure, encourage the students to pack their own backpacks including placing any communication in their folders. Expect the students to put their coats or jackets on with as much independence as possible. This is another natural opportunity to work on engaging zippers, snapping snaps, buttoning buttons, placing arms in sleeves and putting hats and mittens on. When the students leave, have the students sign out by moving their name back to “out”. ​

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