Individual Schedules & Communication System

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated May 27, 2024
​When choosing a communication system for a student with visual impairments, several factors should be considered to ensure that it aligns with the student’s individual needs and abilities:
 
  • Ocular Motor Skills: Consider the student's ability to fixate, hold fixation, and move their eyes purposefully. This influences their ability to visually access and interact with communication materials.
  • Field Losses:  Assess how field losses affect the student's visual access and placement of communication items. Ensure that communication materials are positioned within the student's visual field for optimal access.
  • Visual Acuity: Determine the student's level of detail vision, keeping in mind that it may be challenging to assess in nonverbal students. Choose communication materials that are appropriate for the student's visual acuity level.
  • Specific Characteristics of Visual Impairment: Consider any specific characteristics of the student's visual impairment, such as sensitivity to light, contrast sensitivity, or color vision deficiencies.
  • Visual Energy: Consider how much information the student can gather through vision and how this influences their ability to use visual communication methods effectively.
  • Communication Choices: Determine how many communication choices the student can handle or attend to if vision is used as a communication modality. Adapt the communication system to match the student's abilities and preferences.
 
Before transitioning from objects to pictures or symbols, it is important to ensure the student can understand picture representations. Use the following systematic steps designed by Tricia Noe,  to assess a student's ability to use pictures.
 
  1. Decide on the type of picture to be used for assessment, such as Boardmaker symbols, photographs, or other visual representations.
  2. Present a picture of the student's favorite toy or object within their visual field. When the student fixates on the picture, immediately provide them with the actual toy or object.
  3. Present a picture of a highly preferred toy alongside a foil (a blank piece of paper). Determine if the student recognizes that one choice represents an object while the other does not. If the blank is chosen, provide the student with the piece of paper. If the object is chosen, give the student the toy and allow them to play with it briefly.
  4. Present two pictures—one of a highly preferred toy and one of a non-preferred toy. Give the student the picture on which they fixate.
  5. Continue presenting two pictures at a time, progressively increasing the similarity between the visual characteristics of the objects. Ensure that each presentation includes a picture of a highly preferred object and a non-preferred object.
    • Use pictures of objects that have similar shapes but different colors.
    • Use pictures of objects that have similar colors but different shapes.
    • Use pictures of objects that have similar colors and shapes.
 
By following this structured approach, you can systematically assess the student's ability to visually discriminate between preferred and non-preferred objects, providing valuable insights into their preferences and visual processing abilities.
The Noe Method
Tricia Noe, a Teacher of Students with Visual Impairments with over 35 years experience working with students who are blind or visually impaired with multiple disabilities and former colleague of mine has developed a process for determining the appropriateness of picture use with students. You are welcome to print the instructional sheet Titled "Evaluation of Picture Use for Students who are Visually Impaired and Nonverbal" or "The Noe Method". 

Schedule & Communication Cards

I used the Tactile Connections Kit: Symbols for Communication from APH to create the following labels. I printed the labels in 18 pt font and printed on Avery address labels (two per label if using standard label size and cut in half to fit on the card - or purchase smaller labels). I used the clear adhesive sheets to add the braille (I chose contracted braille). Finally, I selected an object to represent each activity. Please remember these are just some possibilities and you should select materials that make sense to your student.

Recommended Resources

Picture of Tactile Connections Kit
Tactile Connections Kit: Symbols for Communication. This kit, available from APH, helps teachers create a tactile card system that is individualized for students who are blind or visually impaired who have additional disabilities and/or lack a formal means of communication or literacy. Objects that can also be paired with words are mounted on hand-sized cards representing core vocabulary categories.
"If a child can't learn the way we teach, maybe we should teach the way they learn." ~ Ignacio 'Nacho' Estrada

ECC Instruction

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