For students with multiple handicaps, the use of objects may be most appropriate. In addition, the object may appeal to the sense of touch or another sense for which the child shows a preference. To help guide students through activities that require a sequence of several steps, a teacher may choose to incorporate the use of mini-schedules. Mini-schedules are designed to help a student know what is next in an activity and to provide structure so that a student can become increasingly independent. Mini-schedules are only used if a student needs help determining and sequencing the steps in an activity and are used for activities that occur frequently.
Many educators provide opportunities to make choices throughout the school day.
It is important to provide a structure for choice-making to discourage behavior such as always choosing the same toy, tantruming or lack of attention to the task. When using a choice board, educators can communicate to a student which activities are available or not available. Teaching students to choose preferred items is usually accomplished first during snack or mealtime. Providing opportunities to choose can also take place during leisure activities, work or play, music, etc. Visual Strategies improve language skills for all students, not just students who have difficulty communicating and also assist with reading skill development.