Visual Supports Help Everyone

Universal Design for Learning (UDL) provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone.  Contrary to common perception, these are not lessons just for special needs students.  Laura's goal with this entry is to give you a visual support for thinking about how powerful learning can be when students help other students and UDL principles are part of the experience.

Visual Supports help students on the Autism Spectrum.
Interestingly enough, they help you and me, too!
Look how this graphic can help summarize a complex topic.

From Laura: How Visual Supports Can Help Students on the Spectrum

Last Wednesday I watched a fourth grade student on the autism spectrum gleefully have snack at the back table, enjoying his pretzels and a glass of water.  On Thursday, however, when the teacher called the student to the same table to make a sensory calming bottle, the student got very upset and started crying out for pretzels and water.  He assumed that when he sits at the table, it’s time for snack. 

We could have avoided the meltdown by placing a picnic blanket over the table during snack time to make it visually clear what is happening during that time.  Many of our students need visual supports.  This is true for our youngest learners in the district in our early childhood programs, but this is true at all levels. 

Students Helping Students

Several of our early childhood classrooms used foam dividers to help students learn how to navigate the space in their classrooms.  When the dividers are up, the play area is closed.  The ultimate goal is to teach our students when it is appropriate to use each area, and the visuals help provide a scaffold to the students and have been very successful. 

Gunnar Rich  and Josh Leroux.  Why does authenticity
increase learning and engagement?

Unfortunately, last year the fire marshal told the early childhood teachers they could not keep the foam dividers in their classrooms because they are a fire hazard.  While fire resistant products are available for purchase, they are quite costly.  We had to come up with a different plan.

We were able to connect with several students at Hamilton Southeastern High School who were participating in the Project Lead the Way program.  We asked them to help us solve our problem.

Gunnar, one of the students involved in the project, shared this about his experience:

Students invested in their work don't see it as "schoolwork" or
"homework."  What kind of assignments get students working
during their free time?  Ask Josh and Rich.

Josh and I approached the project by following the "engineering design process.”  We started by defining the problem, which involved meeting with the teachers who would use the dividers to discuss what they needed in an effective "product.”  In this step, we tried to understand what was needed in terms of overall size, storage, stability, maneuverability, and fabric.

Next, we researched ways that similar problems have been solved before and brainstormed possible designs. I communicated with the local fire department to discuss what was needed in order for the dividers to meet the necessary safety standards. Then, we compared the possible designs in terms of the criteria that the schools desired, as well as for cost and ease to build.

After coming to a decision on the best design, we finalized the dimensions of our sketches so that we could give a cost estimate based on the materials. We built Iteration One of the prototype, with help from another student who had experience with sewing, and we presented it to teachers who gave us their feedback. We made changes, including sewing the fabric to the top edge of the frame. Shortly thereafter, we delivered Iteration Two of the prototype for the schools to actually use for a period of time in their classes.

See the HSHS PLTW website at this link:
Project Lead the Way

After getting feedback, we came up with the final iteration of the dividers, which was slightly taller and could be fastened at the bottom edge of the frame using Velcro. We are still finishing up building the last of the 27 dividers and getting the fabric sewn. It has been almost a year now since the project started. We have been working on the project when we have free time during our study hall.

If you ask Gunnar and Josh, they will tell you that this real-life design project provided rich opportunity for learning and real satisfaction at being able to help other students.  When we talk about HSE²¹ and authentic learning, think about Josh and Gunnar.

Visual Supports: Your Turn

For students with autism, visuals are vital.  The brain processes language differently when it is spoken as opposed to when it is written or when communication occurs with pictures.  Defining space for students also creates a visual for students on the autism spectrum.  It can reduce anxiety and help avoid a meltdown. 

The final product in the classroom.  It looks like a blank screen,
but when you know the story, it takes on a whole new meaning.

And if truth be told, visual supports are not just helpful for students on the spectrum.  We can all benefit from visual supports.  One of the basic tenets of Universal Design for Learning is that good instruction is good for everyone, not just special education students.

Take another look at the picture of the final project from Josh and Gunnar.  From now on, whenever you see something similar, let it be a visual reminder of what authentic learning can look like, and perhaps it will encourage you to find ways to involve your students in helping others in the school, in our community, or in our world.

That type of lesson is good for every child in every classrooms!

A perfect visual for a world traveler.

Respond to Laura: lrinderknecht@hse.k12.in.us

Keep designing lessons that work for all students, that include authentic performance tasks, and that make a real difference in the lives of students.  It's not easy to do.  It's not going to happen every day, but when we manage to craft these kinds of lessons, there is no question that we deepen student learning and engagement.

Have a great week, HSE.

Your HSE Teaching and Learning Team

• Jan Combs, Assistant Superintendent of Teaching and Learning
• Stephanie Loane, Director of Elementary Education
• Tom Bell, Director of Special Education
• Jeff Harrison, Director of Educational Technology
• Phil Lederach, Director of Secondary Education