Goals of the Study:
Students' Goals
WhenThis study took place over the course of 9 weeks from January 11th to March 11th 2021. Below is a tentative calendar of when things were implemented during this project.
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What For my capstone project, I implemented individualized visual schedules to help increase four students' independence in the classroom. A visual schedule is a series of pictures or icons used to depict a sequence of events. Visual schedules help students increase their independence by allowing them to always know what event is coming next and giving them access to both verbal and pictorial prompts. I will be focusing on increasing students’ independence in the areas of transitioning between tasks, completing tasks, and staying on task.
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Why
Based on research conducted during my literature review, I chose an intervention that utilized visuals because visuals are more likely to be stored in students' memories. Visual schedules also make communication less stressful, which is extremely important for two of my students who are non verbal. Visual schedules can also be tailored to fit each student's unique needs in the classroom. By implementing visual schedules that are individualized based on each student's needs and strengths, students are able to receive what they need from the visual and not be overstimulated by too many visuals.
HowStudent A: This student was given a visual schedule for her entire day as well as a center time schedule. Paraeducators and teachers were instructed to give student A one visual at a time, which she took with her to where she was instructed to go.
Student B: This student was given a visual schedule for his entire day as well as a center time schedule. For his center time schedule, he was given a laminated schedule that included pictures on one side and the amount of time he needs to spend at that center on the other side. He was instructed to take a visual timer and his schedule with him to each center. Once the timer was up he moved a clip to where he would go next. For his daily schedule he was given a folder. On the outside of the folder were three pictures which told him what he was doing and what he would do after. After he completed an activity he was instructed to take the picture and move it inside his folder to the area that said done. Student C: This student was given a visual schedule for her entire day. For her daily schedule she was given a folder. Inside the folder on the left hand side she had small pictures for her entire day. On the right hand side of her folder there was a large square that was labeled done. Once she completed an activity and was ready to transition she was instructed to move the completed picture to the done side of her folder. Student D: This student was given a visual schedule for his entire day. Paraeducators and teachers were instructed to give student D one visual at a time, which he took with him to where he was instructed to go. Once at the correct location Student D was instructed to match the picture he was given to a larger picture, which was located on furniture at the location. |
Culturally Responsive Teaching
I have worked to provide students with an equitable learning environment by providing them with a visual so that they are fully able to access the general education curriculum. Each student has unique needs and I did not want their lack of independence to prevent them from participating in daily classroom activities. Using a visual schedule will not keep them from participating in any classroom activities rather it will help support them during these activities so that they are able to fully participate.
The students who are participating in my study will not be taken out of the general education classroom. I have worked to provide an accessible learning environment by collaborating with classroom teachers and paraeducators that worked with the students. The four students who are participating in my study display disruptive behavior during transitions such as running, yelling, or kicking. This behavior greatly impacts their ability to have access to the general education curriculum. Based on the educational impact of their behavior I have given each student a visual schedule that will help support them during transitions so that they are able to access the curriculum similar to their same aged peers.
I also included multiple perspectives by having unique pictures that were individualized to each student's classroom. Classroom teachers were also able to share each student's perspective on the survey they completed. I also had weekly collaborations with the paraeducators I was working with for this study to ensure that their thoughts and opinions were heard as well.
The students who are participating in my study will not be taken out of the general education classroom. I have worked to provide an accessible learning environment by collaborating with classroom teachers and paraeducators that worked with the students. The four students who are participating in my study display disruptive behavior during transitions such as running, yelling, or kicking. This behavior greatly impacts their ability to have access to the general education curriculum. Based on the educational impact of their behavior I have given each student a visual schedule that will help support them during transitions so that they are able to access the curriculum similar to their same aged peers.
I also included multiple perspectives by having unique pictures that were individualized to each student's classroom. Classroom teachers were also able to share each student's perspective on the survey they completed. I also had weekly collaborations with the paraeducators I was working with for this study to ensure that their thoughts and opinions were heard as well.
Differentiation to Meet Student Needs
To differentiate instruction and enhance student learning, I provided differentiated support and prompting based on students needs. For example, I provided a student who displays aggressive behaviors when transitioning physical, verbal, and visual prompts when first learning how to transition using a visual schedule. I varied my level of prompting and level of support based on how each student responded to the visual schedule. If a student wasn't making any progress I talked with the Paraeducators about adding more physical prompting and positive reinforcements. If a student was becoming more successful using the visual schedule I told the paraeducators to decrease the level of supports and prompts they are giving to that student.
Collaboration
Internal StakeholdersI collaborated with various internal stakeholders some of which include my grade level team, principal, and my instructional facilitator. My instructional facilitator and grade level team were pivotal in helping me by providing me with research and strategies to use with my students. I worked with my principal to ensure I adhere to all of my district's research policies. The paraprofessionals in my grade level team worked closely with me during this study by helping to implement the visual schedules. The internal stakeholders I collaborated with helped drive my study and improve my instructional practice.
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External StakeholdersI also worked with external stakeholders including my mentor, cohort, and graduate professors. I collaborated with my cohort to discuss the best data collection methods I should use based on my students' needs. My graduate professors taught me about interventions such as the visual schedule and how it impacts students learning. My mentor assisted me by giving me resources and strategies that have worked for her in the past. The external stakeholders I collaborated with helped drive my study and improve my instructional practice.
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