What visual instructions or reminder cues should be present in each space to support sequenced and organized performance? Where should these be placed?
Often multi-step jobs or tasks require a set of sequenced instructions that are readily accessible to the student to keep him organized and independent. Visual instructions are better than verbal prompting because you will not always be there to assure the student’s quality in completing the steps. Even if you can verbally prompt, we encourage you to consider visual instructions.
The student can use sets of instructions that are kept in a notebook, in a consistent drawer or designated work space. Find a place to keep these so that others do not disturb or move the instructions. All the student’s visual instructions can be kept in one contained space so that he can always find them. They can be kept in a file box with tabs in alphabetical order to assist access or in an instruction book or portfolio in which instructions are housed. Organize the space as well as the instructions!
Consider whether the student can look at his to-do list to determine the file management tasks to do in the office, and then move to the specific computer and locate the notebook with the instructions for completing that specific task.
Additional visual cues may be necessary to support the student in specific tasks that cannot be wholly predicted here. For example, if the student is comfortable using only the interface of a specific model of a wireless router at home, how can you create a visual that helps him apply his knowledge of that model to the different model used at work? One idea is to create a visual that compares the two interfaces. Use highlighting, color-coding, or connected lines to show the student where to find the same settings between the different routers.
How can I organize the materials (or help the student organize) to support independent performance? Where do materials go when they are finished?
The last instruction on the visual instruction sequence should be “Put this instruction sheet back in your file box” to help the student keep up with all his instructions.
The organization of the work space in computer technology is often an issue. Peripherals, cords, routers, etc. may be strewn all over an office. Reorganizing the shelves and labeling shelves to deal with ease of retrieval and with clarity of what “to do” vs. what “is done” is imperative. Refer to the discussion in Environmental Design. The student will need to place finished jobs in one location or return the finished job to a specific person. He may need a clearly defined space where he puts finished jobs,especially when he has multiple laptops or other devices to adjust. Is there a clear space for the work that has to be done?
In my design of each visual support, have I considered whether the student may need visual clarity cues to highlight (label) or emphasize key features or concepts?
Picture-written or written cues may be placed at eye level next to the work space, or even on or next to the keyboard for specific high frequency needs. Additionally, labels on the outside of drawers or doors, showing where to find all necessary supplies may support independent and effective performance.
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?