Working with Visualizations

1. What are visualizations and why are they used?

According to the dictionary is visualizing "Creating a concept as picture imaginable".

I use the term visualizations as a collective name for drawings, graphics, icons (graphic symbols), photos and articles. They are used in conjunction with the voice and / or written language, but never have the intention to replace the language.

You can use them for several reasons:

- To give so they do not get any surprises children (students) information. Many children struggle with questions about what happened that day on the program or what specifically is expected of them. If activities are not announced and important information is not provided, the child of twists and turns to stand. This can manifest itself in less pleasant behavior that they make it clear in their way that they feel unsafe, they do not know what's coming and they would rather not face surprises.

- To ensure clarity and predictability. This promotes the autonomy of the child. The frequent questions is disabled. Often you that children find it difficult to organize. Their own (school) work see Questions such as what should I do, where I work, how long, with whom (or who can I turn to for help when) should be. Answered as concrete as possible for the child Roadmaps can help to make. Predictable events How does a school day, when I have to go to any classroom, how do I create my book, how does a study time, what should I do if I get an extra job, how I do my homework, ...

- To spend time in the planning: where different words are used to structure time and get on the day, we now turn grip calendars, diaries, daily schedules in.

- To assist in the spatial arrangement of material: what must be true, how to recognize permanent sites, how do I find the right path

- To support assignments, (part) acts, tasks or issues

- For new behavior or specific skills to learn.

- For rules and agreements to refresh.

2. Visualization Forms

You can visualize using photos, drawings, icons, written language or objects (anchors). Use The choice of one of these types is of course determined by the level of communication, the potential, intellectual ability and any restrictions on the child and his personal preferences or needs. In my book "Working with visualizations" you can find more information.

2.1 Photos.    

Ester Oskam (2002) sees pictures as an appropriate means of communication if a known and recognizable representation of reality and meet the following conditions:

- "The subject of the photo must be clear to the fore against a neutral background. The picture shows no unnecessary information that may cause confusion. Try therefore to be limited to the essential. The photo should be used for different purposes: it must be able to remove all ambiguities ".

- When taking digital photos you should also pay attention to the color, exposure and the nature of the background. Research has shown that the clearest pictures come into their own on a gray blue or beige background. However, I opt for a white background. Moreover, you should take into account the proper exposure. The shadow around the object can attract more attention than the object itself. Example, students with ASD The same goes for pictures with a background with a pattern (eg a stone floor). This diverts attention which one no longer summarizes the meaning of the icon.

- By using a digital camera and a computer you can see photos of specific landmarks process in the life of the child (eg clear pictures of Mom) into individual icons.

2.2. Drawings

For some students are sometimes drawn images clearer than colorful prints or figures because they need a clear drawing without much unnecessary incentives. In drawings we reflect reality by only the most necessary features of the concept or situation which they refer to signs. With drawings can not only refer to a specific situation or event, but you can also develop a complete roadmap identifying the different steps that need to be visualized. Put

2.3. Icons

Icons are simple drawings that clarify the meaning of a situation or a concept. They are more abstract than objects or pictures and are usually recognizable by their black and white contrast.
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2.4. Concrete objects - referrers

These items refer to a situation without you all in this situation, they are in fact offered just before commencing the activity. The child can thus make the connection between the subject and situation. The referrer is not used as a utensil itself. For example, the cup is shown for drinking, is not the same as the one from which you drink. The object does have a distinct feature of the utensil which it refers and is consistent with the experiences of the child.

2.5. Written language

Often we overlook the written language can be. Visualization form a Who can read and write or certain characters can recognize, has not always need drawings, pictures or icons. S written words or simple list may be sufficient to remember someone or something to make. Structure in one day

It goes without saying that the visualization shape will be as the child grows older. Otherwise In secondary education, for example, will be making more use of written language or written roadmaps. The different vakleraars have different requirements, also taking in the field notes. Moreover, you can arrange to have it at the right time. The right book yourself well

Also plan ahead, use it correctly your calendar is not so easy. Lot for children Icons but also the written language (eg doelijstjes) can be a tool to keep all these things an overview. The schedule visualize color for each subject by explaining what the teacher expects, what you need to do and by when the task should be ready for any subject, each from very concrete can be a step in the right direction. The textbooks and notebooks for each subject in a different color covers can help. A diary is an important tool for children: if it is not correctly filled out, one can not go home too. Often the child can not specify what is expected for a given subject and this leads to conflicts at home yourself. For completing the agenda you can make a written plan. If the written language for the child is not enough, you can also support the text with icons.

The typical school language that appears in the written questions and assignments may cause confusion.

Terms such as define, sketch, please tick .. it to us as teachers obvious terms but for children, they are not always so clear. A translation into more concrete description could do miracles.

A GON counselor makes example for her students with autism spectrum disorder for each box cards which terms should be clarified so that the child now knows exactly what the subject teachers expect and how these terms have an interpretation within this box. That way you avoid confusion and is lost precious time in making a key.

So I remember the debate that arose between a teacher and a child with autism. The teacher asked her "denotes to ¼" and the child colored 3/4 of the cake. In her experience she had quarter marked by white to let this rest she had colored (cf. figure - background). The teacher could not reconcile with this answer.