What visual instructions or reminder cues should be present in each space to support sequenced and organized performance?
Visual cues are very useful, but too many can result in more confusion! You may find and develop several visual cues for this student, including many pertaining specifically to this topic. But, it would be counter-productive to line the student’s entire desk with a collection of visual cues; that just becomes visual chaos. Use cues that are related to the specific task. For example, if the student is working on determining compensation, this Compensation Chart can be useful, but it may not be necessary when the student is working on inputting employment history information.
Visual reminder cues might summarize the key elements of the paper-based or online application process:
Completing Applications - Visual Cue - Completing Handwritten Applications
For online applications, you may want to create a generic visual cue that illustrates the navigation buttons to use. Since most online applications differ at least slightly between companies, some students may require a screenshot of the actual application webpage for the company to which they are applying. (A screen-capture program included with most Windows PC’s is “Snipping Tool” which can be found in the Start menu’s “Accessories” folder).
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
With the large amount of information, visuals, and supplies necessary for the skills involved with this topic, organizing materials will be important. Perhaps the student uses a “Professional Information” folder, binder, or bin to store her organized information, blue or black pens, social narratives, and visual cues. This binder may be divided by “information for applications,” “materials for handwritten applications,” and “materials for online applications.” This way the student can focus more on the instructional topics, not searching everywhere for a checklist or reminder card.
In my design of each visual support, have I considered whether the student may need visual clarity cues (added to the to-do list, graphic organizer, or social narrative) to highlight (label) or emphasize key features or concepts?
In order to align this intervention topic area with the unique needs of the student, do you need to create visual instructions and reminder cues in the View2do program?