This visual schedule is designed for classroom environments with students who have autism, cognitive disorders and a range of disabilities. The visual schedule is color-coded for additional support (i.e. students who may struggle with picture matching). This visual schedule is intended to help decrease anxiety stemming from anxiety within and outside the classroom. The visual schedule may be helpful in classroom environments which follow the structured teaching model/method.

This listing includes 40 small pictures with large labels for a daily visual classroom schedule. Pictures are a great way to aid in transitioning and prepare students for what is coming next.

You may choose to label each area of your classroom that you plan to utilize the visual schedule for. I suggest color coding with tape or large colored dots (stickers). Prior to utilizing the schedule, decide the order that the student will rotate around the centers or activities. Schedules can be adjusted for the whole day or only for periods at a time or small portions of the day (decide what is best for your student(s). When a student enters an area/activity in the classroom, they will remove the picture from their picture schedule and match it to the big label of the area/station.

When introducing picture schedules (as a new routine), the process must be taught. Like introducing any new skill, start with the most prompts and fade to the least. Model for your students how to pick up the picture pieces from their schedule and match them to the big labels. You may then fade your prompting to verbal prompts or gestural prompts, such as pointing.