ABSTRACT
The most common types of schedules are objects, written words with icons, pictures or photograph cards, and written schedules. Transition objects may be the first visual cues used to help add meaning and increase understanding for some pupils with Autistic Spectrum Disorders. The objects can be used to teach a young child about what is happening; the links directly to the Foundation Stage Early Learning Goal of personal, social and emotional development. Some pupils recognise and understand photographs that can then be used to increase their understanding of the sequence of events within a school day. Some pupils able to recognise increasingly symbolic visual information and can use symbols to follow their timetables. Leila has a part-day symbol schedule consisting of up to five symbols at one time, presented from left to right on a pinboard. Written schedules are used in the same way but allow for increasing flexibility and can be presented in a wide variety of ways.
