Mini Sessions (9 short Pre-recorded videos)
The sessions include:
Objects of reference - Objects of reference use real, meaningful items to help children understand routines, make choices, and anticipate what will happen next. These concrete cues support comprehension, reduce anxiety, and promote communication—especially for children who find spoken language or symbols difficult—while also honouring every form of communication they use.
Importance of visual supports - Visual supports give young children—especially those with additional needs—clear, consistent, and accessible ways to understand routines, expectations, and emotions. They reduce anxiety, build independence, and help children process information at their own pace, creating a more supportive and inclusive learning environment.
Visual timetables - Visual timetables give children a clear, predictable structure for the day, helping them understand routines, manage transitions, and feel more secure. By using photos, symbols, or objects of reference, they reduce anxiety, build independence, and strengthen communication for both verbal and non‑verbal learners.
“First and Then” and “Now and Next” boards - “First and Then” and “Now and Next” boards use simple visuals to help children understand what is happening and what will happen next, making routines clearer and transitions easier. They reduce anxiety, boost motivation, and support independence—especially for children who benefit from predictable, visual structure rather than verbal instructions alone.
Countdown boards and ‘Working for’ strips - Countdown strips help children see how much of a task is left, making activities feel predictable, manageable, and less overwhelming. “Working for” strips add motivation by linking tasks to meaningful rewards, supporting engagement and focus while encouraging positive participation and growing independence.
Wait cards - Wait cards give children a clear, concrete way to understand the expectation of waiting, helping them stay calm, regulated, and confident during transitions or moments of delayed gratification. This simple visual tool reduces frustration, builds independence, and supports smoother interactions for all learners, especially those who find verbal instructions harder to process.
Core communication boards - Core communication boards give children a clear, consistent way to understand and express themselves using symbols, pictures, or words, supporting both spoken and non‑spoken communication. When adults model them throughout the day, these boards build language, confidence, and independence, making communication accessible for all learners.
Bucket time - “Bucket time” is the first stage of the Attention Autism Programme, designed to spark children’s focus and engagement through highly motivating, visually rich activities. It forms part of a wider four‑stage approach that builds attention, communication, and social interaction by offering irresistible, child‑centred invitations to learn rather than expecting children to sit still or comply.
Ourselves as visuals - Using ourselves as visuals means modelling, demonstrating, and communicating in clear, intentional ways that children can easily understand. Through actions, thinking aloud, indirect prompts, and tools like Makaton, adults become powerful visual supports who teach children how to interact, communicate, and self‑regulate throughout the day.