Why+you+might+consider+using+Visual+Supports?

The use of visual supports has been validated with many diverse populations including students with Autism, Downs Syndrome, Developmental Delays and English Language Learners (Odom, et al., 2003; Cafiero, 2012; Sanford, Brown & Turner, 2012). "Visual supports such as gestures, facial expression, modelling, manipulatives, pictures and charts help make language comprehensible to students (Sanford, Brown & Turner, 2012, p.58). "Graphic symbols are static and predictable, allowing the individual to rely on recognition, rather than memory, to process the language input. The difficulty in processing complex and multiple cues has an impact on academic and social learning" (Cafiero, 2012, p. 69). The use of visual supports such as objects, photographs, and picture symbols can help improve language understanding and the ability to communicate (Brill,2011).

"The inability to communicate often leads to intolerable frustrations that, in many students with autism or severe cognitive disabilities, leads to temper tantrums, screaming, biting, hitting and self-abusive behaviours (Dell, Newton, Petroff, 2012, p.149). The use of an AAC system can provide an individual with a meaningful way to communicate with others. An "AAC [system] can be designed for scaffolding of more complex communication cues by creating communication tools with simple single symbols, then progressing to more numerous and complex graphic symbols" (Cafiero, 2012, p.69).

*Note: The information on AAC is very simplistic. AAC systems are very complex and individualized. The information is for general knowledge and it is not expected that an inclusive classroom teacher would implement an AAC system for a student without consultation from other service providers*