ABSTRACT
Visual schedules provide vital information about sequences of activities, providing information about ‘what, where, when and who with’. Daily schedules provide visual cues that tell learners what activities will occur during the day and in what sequence. These cues focus learners’ attention on their daily responsibilities and also allow them to predict and understand what will be happening to them and in what sequence. Daily schedules can be developed at any level to match a learner’s understanding. The most common types of schedules are objects, icons with written words, pictures or photograph cards, and written schedules. Increasingly schedules are also provided for some individuals on portable electronic devices such as smartphones or tablets. The important priority is for individuals to understand their schedules so that they can use them to move from activity to activity independently.
