Visual support strategies that special education teachers can use to increase the performance in students with autism spectrum disorders





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This capstone examined visual support strategies that teachers could utilize in the classroom while teaching students with autism spectrum disorders. With the increased number of students with autism spectrum disorders in the classrooms, the authors sought to increase their teaching methods, learn new strategies and assist their students to be successful and independent in their daily lives. Key influences for the authors included the students and families that they work with, special education staff and authors such as Hodgedon, Janzen, Dana, Dowrick, and Gray. The visual supports methods that were explored were Mini-Schedules, Video Modeling and Social Stories. The study documented the implementation of these visual strategies with students ranging in age from four to five years of age and 14-15 years of age. The authors described the results and successes with the visual strategies as well as obstacles that were experienced.

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