Forsyth County Schools Categories of Visual Supports Tier 1 & Tier 2, Proactive Classroom-Based Tools
1. COMMUNICATION: Communication Tools/Systems and Language Supports (ex. Core Word Board, Phrase Strips, Voice Output Devices) Tools to support expressive communication; low-tech to high-tech Tools and supports to foster and enhance comprehension of language; low-tech to high tech * Long Term Goal - Every student will establish a proficient communication system and utilize supports to foster comprehension of language.
2. EXPECTATIONS: Behavior Management System
(ex. Classroom Rules, Behavior Expectations, Classroom-Based Jobs/Roles) Promotes independence for self-management of expected behavior Minimizes frequency of verbal reminders from teachers * Long Term Goal - Every student can monitor his or her own behavior and establish positive self-confidence/efficacy.
3. DAILY ROUTINES AND TRANSITIONS: Schedules
(ex. Individual Schedules, Classroom-Based Schedules, Within-Task Schedules) Regulation tool for visualizing time and understanding expectations Provides predictability Reduces behaviors * Long Term Goal – The student will develop the ability to use a tool to visualize their schedule. This fosters ability to visually plan time and facilitates independence in his or her current class, future class placements, in settings outside school, and eventually at work or in the community. 4. VISUAL SUPPORTS DURING INSTRUCTION: Supports for Comprehension of Language and Content (ex. Real Objects, Phrase Strips, Aided Language Input, Help Boxes, Graphic Organizers, Word Walls, Content Visuals) Supports comprehension of language and presented concepts Promotes independence during instruction Scaffolds instruction for different learners who may also be at different developmental stages * Long Term Goal - The student will build comprehension of language and knowledge of presented instructional content or academic concepts. The student will exhibit knowledge and independence for use of available visual supports during daily activities.
5. SOCIAL-EMOTIONAL REGULATION: Supports for Managing Emotions and Self-Regulation (ex. Turn-Taking Supports, Emotional Regulation Support Choices, Visual Timers) Provides predictability
Fosters engagement through anticipation Increases social orientation towards people Promotes appropriate social interaction and social regulation skills * Long Term Goal – The student will learn coping strategies related to time management, social-emotional regulation, and awareness of themselves and others within social interactions.
Developed by Forsyth County Schools AT Team; 8.26.2017
Image 4: Five Categories of Visual Supports
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