Structure

The TEACCH approach harnesses the strength of learners with ASD which is their like of routine and structure and this is linked with their preference for things visual. The key principle is to show the learner with ASD what the task is, how much there is to do, how do I know when I’ve finished and what do I do next? The final question can sometimes be the reward for doing the task.

Discussion

Make a note of the visual prompts that you encounter when you next go into town. These will include menus, signs, notices, sequences of instructions, labels and displays. What are they telling you and what implicit routines of the school are supported by such prompts?