Articles tagged with: visual instruction
Thinking Inside the Box (Part 4): The Tasks
Referred to as “TEACCH Tasks,” “Shoebox Tasks,” or “Work Tasks,” the learning activities presented to students in their work areas have characteristics that optimize the learning of children with autism.
Thinking Inside the Box (part 3): Work Areas
Visually Structured Classrooms (often called “TEACCH” classrooms) use individual works areas for students to complete their independent tasks. The structure of the area may differ from classroom to classroom and may look different depending on the skill level of the student. However, a student’s work area must be presented consistently to optimize independence.
Thinking Inside the Box (Part 2): The Schedule
Visual schedules allow students with autism to transition and complete multi-step tasks without assistance. As students gain independence in using a schedule system they are better able to enter general education settings. For the beginning learner schedules are very concrete, placed in a fixed location, and provide visual cues throughout transitions. As students become more advanced, these schedules are replaced by portable, text-based schedules and checklists similar to those used by many people to keep organized.
