ABSTRACT
Visual structure can be used to organise, clarify and differentiate tasks and assignments. It provides the pupil with information about how to complete a task and how to use the required materials. This chapter illustrates how the use of visual information can enhance meaning in a range of lessons and activities. The elements of visual structure for differentiating tasks include the need to consider visual clarity, visual organisation of tasks and visual instructions. Visual information can be helpful to clarify the purpose of activities and tasks focusing on the Early Learning Goals. Visual information is used to help Martin complete tasks during class lessons. Visual information can also be incorporated into class lessons such as art. Some pupils understand pictures and photographs and can follow picture instructions. Leila is nine years old and has autism and learning difficulties. During the literacy hour Leila has symbol instructions to supplement the teacher's verbal directions.
