Classroom Spaces – Entire section with UDL strategies, targeted supports, intensive interventions Note: Suggestions for connections to COS are highlighted with red text.
TATS Talks to Professionals – Special Education Interventions in Pre-K
Breadth of the Three Child Outcomes
- Contents: Click on area of focus below:
Visual Supports for Classroom Schedules
Supporting Transitions
Visuals for Displaying Expectations
Classroom Displays
Visuals for Supporting Instruction
Room Organization
Using Labels in the Classroom
Toys and Materials
Click on links below for references, resources, and TATS brief documents. These quick link documents are described in the corresponding sections of “Rock Your Classroom.”
Visual Schedules
- Introduction to Developing Visual Schedules (TATS brief)
- Flow Chart – Process for Teaching Children How to Use a Visual Schedule
- Classroom Schedules (TATS brief)
- Visuals for Supporting Routines (TATS brief)
- Specialized Schedules (TATS brief)
- Individual Schedules (TATS brief)
- First-Then Schedules and Statements (TATS brief)
Supporting Transitions and Rules
- Displaying Classroom Rules (TATS brief)
- Specialized and Individualized Rules (TATS brief)
- Individualized Social Scripts and Self-Monitoring (TATS brief)
- Visuals for Teaching and Supporting Transitions (TATS brief)
- Specific Activity Rules from Vanderbilt Peabody College
- General Classroom Rules from Vanderbilt Peabody College
Child-centered Displays
- Accommodations for Supporting Children’s Art (TATS brief)
- Visuals for Supporting Participation in Art Center (TATS brief
- Visuals for Supporting Children’s Projects (TATS brief)
Learning and Instructional Supports
- Visuals to Support Social Communication (TATS brief)
- Visuals for Supporting Play (TATS brief)
- Visuals for Supporting Instruction (TATS brief)