Practical Guide To Visual Supports
Communication, predictability, choice and participation
Visuals should support the person - not control them
Visual supports make information easier to see, revisit and act on. They may be useful for autistic and other neurodivergent people, people with intellectual or communication disabilities, young children and anyone who benefits from clear, lasting information.
Make information last
Spoken words disappear quickly. A picture, object, written word or checklist remains available for review.
Reduce uncertainty
Schedules and transition cues show what is happening now, what comes next and when an activity is finished.
Support real choice
Choice boards provide accessible ways to express preferences, refuse, request a break or ask for something different.
Expand communication
Visuals can complement speech, sign, gesture and AAC. They must never be used to withhold another communication method.
Build independence
Step-by-step sequences and checklists can reduce reliance on repeated adult prompting.
Make expectations clear
Visuals can clarify routines and safety information without shaming, threatening or demanding compliance.
A respectful starting point
Ask the person and those who know their communication well what helps. Offer visuals as access tools, teach their meaning, keep them available, and notice whether they reduce effort or create more stress.
Start with the format the person already understands.
A person may use one format or a combination. Move to greater abstraction only when it is meaningful – not because one format is assumed to be more advanced or desirable.
Object or part-object
Use the actual item or a meaningful part of it, such as a cup for drink or a towel for bathing.
Photograph
Use a clear photo from the person’s perspective with an uncluttered, high-contrast background.
Picture or symbol
Use a familiar drawing or symbol. Check that the person understands what it represents.
Word or number
Use plain written words, numbers or checklists; combine with pictures when helpful.
Design for quick understanding
ONE IDEA
Show one clear action, place, person or choice per card.
CONSISTENT
Use the same image and words for the same meaning.
ACCESSIBLE
Place visuals within reach, sight and the person’s usual environment.
READABLE
Use high contrast, simple backgrounds and enough spacing.
DURABLE
Use sturdy cards, folders, wipe-clean sleeves or a protected device.
FLEXIBLE
Include “change”, “wait”, “not available”, “break” and “all done”
Check understanding - do not test compliance.
Observe whether the person uses, refers to or responds meaningfully to the visual. If not, change the image, size,position, number of choices or format.
A schedule should make the day more understandable.
It can show a whole day, part of a day or only the next few steps. Use a horizontal or vertical layout according tohow the person scans information.
Example: Morning routine
- Toilet
- Dress
- Breakfast
- Bag
- School
How to create and use it
SELECT
Choose the time period and the fewest useful steps.
CREATE
Use meaningful objects, photos, symbols or words; label consistently.
PLACE
Put the schedule where it can be reached and checked independently.
TEACH
Model how to check, remove, turn over or move each completed item
UPDATE
Show changes honestly. Use a “change” card rather than hiding surprises.
REVIEW
Ask what works. Adjust the number, order, size or format when needed.
Always include a way to communicate “break”, “help”, “no” and “different”.
Predictability supports regulation, but a schedule should not remove autonomy or override distress, pain, fatigue or sensory needs.
Build a small toolkit around real communication needs.
The best visual is the one the person can understand and use. Keep language neutral, honour refusal and provideaccess across environments.
Choice board
Begin with two meaningful, available options. Include “none”, “something else” or “not now” when possible.
First / Then
Clarify a short sequence: FIRST shoes, THEN outside. Do not use preferred activities as leverage for tolerating pain or overload.
Communication cards
Portable cards can express: help, break, wait, stop, yes, no, toilet, pain, quiet and all done.
Feeling & body map
Offer words or images for emotions, sensory states and body sensations. Accept pointing, matching, gesture or AAC.
Task sequence
Break routines such as handwashing, dressing or packing a bag into visible, manageable steps.
Boundary & safety cues
Use clear, specific information such as “hot”, “road”, “private” or “not available”; explain what the person can do instead.
Mini example
Put on shoes
Go outside
Respectful implementation checklist
- Available when needed
- Taught without pressure
- Updated when plans cha
- eNever used to silence co
- munication Reviewed with the person