Differentiated Individualized Student Schedules

In Domain III of The CMS Approach™, we delve into the concept of Differentiated Individualized Student Schedules. These schedules play a fundamental role in providing structure within the learning environment and help students with ASD and related disabilities manage their daily activities.

Individualized student schedules offer a visual representation of a student's daily activities. It helps them understand what they need to do, where they need to be, and in what sequence.

Students with ASD and related disabilities often thrive when they have a predictable routine and understand what and why things are happening. Individualized visual schedules are a great way to convey this information to students.

Importance of Differentiated Individual Student Schedules

The individualized visual schedules serve as more than just a short-term tool that assists students with ASD and related disabilities in the classroom. It can potentially function as a transformative and powerful tool that can stay with them for life.

With consistent use, individualized schedules can enhance the student’s independent functioning throughout their life.

Once students get used to following a schedule, it can help them manage their time and daily routines, even outside of school. It is a habit that can make a big difference in their lives in the long run.

How individualized schedules help students in the classroom?

Individualized visual schedules can provide invaluable support to students during everyday activities in the classroom. They can enable students to:

Manage and anticipate daily events: It can show a student that after morning circle time, they will have reading, followed by lunch, and then math.
Identify where they need to be: The schedule can include pictures or words showing that after lunch, the student goes to the reading corner.
Locate activity venues: If the schedule shows a picture of the art table, the student knows where to go for the next activity.
Understand the sequence of activities: The schedule lays out the order of events so the student knows that aftermath, it is time for recess.
Stay informed about any changes: If there is a change in the schedule, like a substitute teacher for math, the schedule can be updated to reflect the same. It can help the student adapt to the change.

Visual schedules use images, symbols, or written words to outline the sequence of tasks for the students. These schedules effectively address a range of challenges encountered by students with ASD and related disabilities. These include:

Helping them remember the order of things and organize their time better.
Solving language comprehension problems and making it easier for them to understand what they are supposed to do.
Preventing meltdowns by making them less anxious and more tolerant of changes during the day.
Fostering independence by making them do things on their own and transition between activities without always needing an adult around.
Making them more interested in doing things they might not like as much by showing fun activities mixed in with less fun ones.

Design Differentiated Individualized Student Schedules

There are endless ways to create and implement differentiated individual schedules in the classroom. The CMS Approach™ identifies five primary design components you need to consider when creating individualized student schedules.

Component 1: The Form of Schedule

The form, or what the schedule looks like, depends on the student's individual needs.

When creating a schedule for a student, start by determining their baseline understanding. This involves figuring out what they can already understand. Think about whether they can understand words, pictures, photos, or objects to know what to do next in their day.

As the student becomes more independent, you can make the schedule simpler. They will need less prompting over time as they get better at using the schedule on their own.

Component 2: The Cue to Initiate

The cue to initiate is the signal that you give the student that they need to go and refer to their schedule in order to know what to do next. This cue can be visual or auditory; what is important is that you use a consistent cue that the student understands.

Component 3: Location

The third component is the location where the student will find their schedule.

Alternatively, the schedule can be brought to the student by one of the educators in the classroom.

Component 4: Length

The length of the schedule determines the number of items or icons present on the schedule at one time.

The length of the schedule should be based on how much support the student needs. For example, if the student is learning a new activity, you may want to have a single activity schedule. If the student has largely mastered their schedule and knows what to do, a full-day schedule may be more appropriate.

Component 5: Management Indicators

A management indicator is how a student shows that time is passing and they have finished part of their day on their schedule.

The exact information that needs to be on the schedule depends on the specific student's needs.

Teaching Strategies for Individualized Schedules

Here are some tips to help your child get the most out of their visual schedule:

Make it Fun! Use pictures your child likes or even a photo of themselves on the schedule. This will help them connect with it and be more interested in using it.
Use it Every Day! The more your child uses the schedule, the more helpful it will become. Try to keep it consistent throughout the day.
Talk it Through! When your child needs to transition to a new activity, show them the schedule and talk about what's coming next. Use clear and simple words that they understand.
Keep it Simple! Use language that matches your child's development level. Avoid long sentences or complicated words.
Focus on Routine! Help your child learn the classroom routine and how the schedule fits in. This will make using the schedule even easier.

Join The CMS Community

Differentiated Individual Schedule is the third domain in The CMS Approach™. They work together with the other domains to provide students with ASD and related disabilities the support they need to thrive in your classroom.

We invite you and your school district to become part of a community, that values expertise, empathy, and empowerment. Explore our resources, participate in our training, and connect with fellow educators who are making a difference every day.

By embracing The CMS Approach™, you are not only enhancing your own teaching experience but also shaping a brighter future for students with ASD and related disabilities.

Partner with CMS