Students pay attention while referencing their work books

Structured teaching

Research summary

This project evaluated the effectiveness of two elements of structured teaching – visual schedules and work systems – in inclusive mainstream classrooms. A program for visual schedules and work systems was piloted, trialled, and evaluated with Australian teachers.

Structured teaching is a well-established framework that can support students on the autism spectrum to stay on task and move between tasks. It originated from the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program in the 1960s.

Research aim

This project was divided into three phases. Each phase had its own aim:

  • Phase 1 aimed to refine a structured teaching program from the original teacher workbook (TEACCH) for use in mainstream classrooms and establish a method for evaluating the program’s effectiveness.
  • Phase 2 aimed to investigate the effect of visual schedules and work systems on students’ on-task behaviours and productivity, and on the independence of students on the autism spectrum when a mainstream teacher implemented these strategies for the whole class.
  • Phase 3 aimed to obtain feedback from mainstream primary school teachers on the utility of visual schedules and work systems in their classrooms.

     

Structuring the physical environment supports students’ sensory and executive functioning needs by adding meaning and context.

Structure the physical environment of your classroom by:

  • clearly defining areas for activities
  • clearly labelling and positioning materials
  • minimising auditory and visual distractions
  • arranging seating according to the individual needs of students, e.g. providing physical space around desks; seating students where they work best – near the teacher, near the classroom door, at the back of the classroom 
  • providing a sanctuary space
  • using routines.

     

Using visual cues in schedules helps students to sequence predictable events, and helps teachers to give students notice of anticipated changes and encourage independent transitions.

Include visual cues in your schedules by:

  • displaying and using weekly schedules
  • providing individualised timetables
  • using pictures and photographs on schedules
  • sequencing the visuals so that the order is easy to understand, e.g. ‘first, then’ or ‘what next’.

Visual and physical cues used in work systems help students to understand: 

  • what task or activity they are expected to complete
  • how much work they have to do and how much time they have
  • if they are making progress on a task and when it is finished
  • what they should do next.

Implement visual and physical cues in work systems by:

  • individualising work systems according to what students need, e.g. working from folders or putting work in baskets
  • presenting numbered tasks on the left side of students’ desks and having students place finished work on the right side
  • presenting work systems in folders with left-to-right organisation and itemised tasks
  • making tasks easy to follow by breaking them down and organising them visually.

     

Visually structuring your classroom helps to present information with visual clarity.

Use visual structure in your classroom by:

  • using text or images to convey rules or instructions
  • organising materials to make their function clear
  • using white space to clarify instructions
  • implementing colour-coded systems.

     

Practices

Teacher leaning over student's desk and looking at student.
Structure tasks using work systems
TEACHING PRACTICE
For student years
Preschool – Year 12
Helps students to
  • plan and organise
  • build independence
  • understand expectations
Child reads a visual schedule
Use visual schedules
TEACHING PRACTICE
For student years
Foundation to Year 6
Helps students to
  • transition smoothly
  • understand expectations
  • learn new concepts
Student taking a photo of a schedule
Use visual schedules (Secondary)
TEACHING PRACTICE
For student years
Years 7 to 12
Helps students to
  • transition smoothly
  • understand expectations
  • learn new concepts