The Visual Supports Checklist is based on a review of current literature, practical knowledge, and reported experiences from early childhood educators on the topic of visual supports. For more information and additional resources for creating and using visual supports, please visit the University of Maine Center for Community Inclusion and Disability Studies’ web page, at http://ccids.umaine.edu/ resources/visual-supports/ “” Already Understanding where to find things and where they belong. Not yet using using A label on each child’s cubby with an image of the child’s face Labels on shelves indicating what should be kept or found there Tips for making labels: At the beginning of the year, the photo is larger and the text is smaller. Begin to switch mid-year (matching children’s development) and make the text larger and the photo smaller. Eventually, have children help to create or the labels in their own language (can use different color for each language). Use lower case font for shelf labels (if the words are not proper nouns) and make them large enough (at least 22 point font size. Many places do not have the words large enough. For name cards, make the first letter uppercase and the other letters lowercase. Already Understanding when things will happen. Not yet using using Daily schedule Understanding what to do and how to do it: curriculum, classroom, and Already Not yet using community expectations. using Step-by-step procedural directions (i.e., winter dressing sequence) Center Play Poster (how many children can play here?) Tip for making center play poster: If 4 children can play in an area, the sign might have the number 4 on it, 4 • dots, the word and 4 stick figures, for example. “four” Understanding what to do and how to do it: curriculum, classroom, and Already Not yet using community expectations (continued). using
The Visual Supports Checklist is based on a review of current literature, practical knowledge, and reported experiences from early childhood educators on the topic of visual supports. For more information and additional resources for creating and using visual supports, please visit the University of Maine Center for Community Inclusion and Disability Studies’ web page, “” at http://ccids.umaine.edu/ resources/visual-supports/ Understanding where to find things and where they belong. Already using Not yet using A label on each child’s cubby with an image of the child’s face Labels on shelves indicating what should be kept or found there Tips for making labels: At the beginning of the year, the photo is larger and the text is smaller. Begin to switch mid-year (matching children’s development) and make the text larger and the photo smaller. Eventually, have children help to create or the labels in their own language (can use different color for each language). Use lower case font for shelf labels (if the words are not proper nouns) and make them large enough (at least 22 point font size. Many places do not have the words large enough. For name cards, make the first letter uppercase and the other letters lowercase. Understanding when things will happen. Already using Not yet using Daily schedule Understanding what to do and how to do it: curriculum, classroom, and community expectations. Already using Not yet using Step-by-step procedural directions (i.e., winter dressing sequence) Center Play Poster (how many children can play here?) Tip for making center play poster: • If 4 children can play in an area, the sign might have the number 4 on it, 4 dots, the word “four” and 4 stick figures, for example. Understanding what to do and how to do it: curriculum, classroom, and community expectations (continued). Already using Not yet using
VAEYC%20The%20Right%20Stuff%20handout.docx