Tag Archives: impairment

Create Your Own Tactile Schedule

Anne M. Zachry, M.A.

I have the opportunity to work directly with an adult special education student as part of his compensatory education program, which I am designing, implementing, and supervising. It’s an opportunity to try my own ideas based on the available assessment data and see how they work. This student has autism and vision impairment, so the tools that typically would be used to teach in light of his autism do not always work in light of his vision loss.

One of the most common teaching tools used with students who experience any number of developmental disorders is the visual schedule.  Visual schedules are used to take individual students or groups of students through a routine that is expected to play out over time in a specific order of events.  It can be a daily schedule, a weekly schedule, or an activity-specific schedule.

Tactile schedule for throwing a dinner party.

Visual schedules are also good for illustrating the steps in a task analysis. A task analysis is a process in which the individual steps of a task are broken down and taught in sequence. It is a method developed by and frequently used in Applied Behavioral Analysis (ABA).

A task analysis really has to be tailored to the ability of the individual who needs to understand it. I was creating a task analysis of the steps to throwing a dinner party. Throwing a dinner party was the best way for me to tie all of my student’s functional academic goals into a single activity. That way, I could concurrently instruct towards his goal throughout a given session.

I couldn’t put too many steps in the tactile schedule or it would be too much for my student to process at once and would incline him to develop more rigid rules about the activity than appropriate, but I could order the general tasks that had to be performed in sequence. Due to his autism, my student has a tendency to become ritualized to activities that are done the exact same way every time.

So, for example, we couldn’t cook spaghetti every time we met or he’d never generalize the cooking concepts to other foods. Therefore, the schedule, which is pictured here, simply says, “Cook food,” rather than specify which foods are to be cooked.

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Confronting “Alternative Facts” in Special Education

Recent events at the national level have exposed the mainstream public to the over-the-top misrepresentations that some public servants make. I’ve been witnessing the unbelievable spin jobs carried out by such individuals within the public education system for over 25 years, so none of this is new to me.

In truth, I’m glad the rest of the American public finally now understands what I’ve been dealing with this whole time. It used to be that when I’d explain what I do for a living and the behaviors I’d encounter on the part of some public education agency personnel and their contractors, people would think I was melodramatically making it all up. Honestly, as creative as I may be, I couldn’t make up stuff like that if I wanted to; no sane person’s imagination is that rich. Now, I can point to the White House saying, “It’s like that,” and people finally get it.

What the current administration has done for us is provide us with a new vocabulary used by its staffs who are utterly divorced from the truth, and that language helps us navigate their communicative intent. It’s language that they, themselves, have most usefully described as “alternative facts.” For the purpose of this post and future posts in which references to “alternative facts” are made, I am operationally defining “alternative facts” as untruths that are preferred by their speakers to the truth.

The pervasiveness of “alternative facts” in special education is so widespread and diverse that no single post could possibly capture our analyses thus far of their use. Because these governmental abuses of authority are woven so deeply into the fabric of public education, including special education, it is worthy of significant discourse.

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