It takes a bit of organisation to get started with visuals, but hopefully you will see the benefits for your child straight away. Keep it simple to start. Remember there are no real wrongs and rights. It is what works for your child.

• Start with a few simple pictures to help your child understand daily activities and instructions such as “hold hands”, “nursery” and “bathtime”.
• You can use photos, line drawings, or coloured pictures.
• Write the word below the picture and always say the same word. If “TV” is the word you use for television, write “TV” below the picture. This helps everyone use the same word for television and the repetition will help your child to learn the word.
• Make duplicates of all the pictures. They will get lost!
• Always say the word with the picture.

PORTABLE KEYRINGS
Put about six of the instruction pictures on a key ring to carry around with you and use throughout the day. Make up several sets to give to teachers or other family members. Key rings can be purchased in packs on Amazon.

VISUAL TIMETABLES
A visual timetable can be created for a whole morning at nursery or full day at school. It may include up to about 6 activities. It can be used be for a specific activity such as getting ready for bed, going to the toilet or getting out to school. As each activity is completed the child can take the picture off and post into a finished box. Children usually really enjoy this!

“NOW AND NEXT”/ “FIRST AND THEN”
Some children cannot manage a long timetable or need activities broken down into small parts. Two part timetables are ideal. Choose whether to use “now and next” or “First and then”. This is often a useful way of moving a child on from a favourite activity and is not meant to be a reward scheme. Use the finished box to post the cards when the activity is finished.

• It is usually much cheaper and more flexible to make your own resources. Here are a few tips to get started.
  

• Buy a laminator. A4 size should be fine. These are available on Amazon, Tesco etc and should not be too expensive (about £20)

• Laminator wallets vary in quality and the ultra cheap ones are not as good for certain tasks as they are very thin.
  

• You may need card that is longer than A4 for timetables. I put A3 card into a wallet and then cut this in half lengthwise before putting into my A4 laminator.
  

• Finished box: Make a finished box from a washing tablet box and then cover blue Peter style with sticky back plastic which again can be purchased on Ebay or Amazon. You can buy a posting box such as from ELC or Special Direct if you prefer.
  

• You can make a blank template using a table in word for your pictures  so that you can create new ones and keep them all the same size.  Then add your own photos, clip art or pictures from the internet as you wish.

WHAT PICTURES SHOULD I USE?
You can use photos, line drawings, or coloured pictures. Please look at the visual resources page of my website for more information on what pictures to use and where to find them.

See my previous blog on the Magic of  visual resources to understand how visual supports can help your child.

Children with speech and language difficulties or autistic spectrum disorder often have difficulty responding to spoken words and tend to learn visually. A word disappears in split seconds, but an object or picture is permanent giving the child longer to process the information. Visual supports help us adults to slow down, use simple language and keep our choice of words consistent. This will help your child to understand what you are saying and to learn new words. 

Visual supports can be objects, photos, pictures or drawings. You can use an object to support your spoken language e.g. a cup to show your child it is time for a drink. Pictures or photos can be used once a child is able to recognise these. Photos are easier for children to recognise than pictures. Always say the word with the object or picture.

Visual supports help a child:

• Respond to language and follow instructions.
• Learn new words.
• Fit in with family or school activities.
• Understand what is going to happen and anticipate change.
• Make transitions from one activity to another more easily.
• Learn how to do things independently.
• Make choices.
• Understand emotions and feeling.

Even when your child is able to use words to communicate, visual supports are great if your child has a strong need to do things their own way.  Using visual timetables will enable your child to understand and fit in with your timetable such as for bedtimes, getting out to school, or joining in with family routines.

Most children love them immediately because they like the predictable structure and they feel less anxious about what is going to happen next. However the occasional child may not like them at first, because they are a change from normal routines. Persevere so that the child has a chance to get used to the new schedules. Remember that this is about the child learning to fit in with others and not for them to choose the pictures themselves!

Look out for  my next blog on how to get started with visuals.

The book “More Than Words,” by Fern Sussman available in the UK  from Winslow Press has an excellent chapter on using visual supports called “Visual Helpers”