VIDBE-Q 2025 Volume 70 Issue 2
give context to what is being said or how the task at hand is to be completed
(Hume, 2011). This allows the learner to access the instructions or the directions of
a task without the teacher's auditory input or asking the teacher for repetition.
Visual structure is essential for many reasons: It increases both meaning and
understanding without using language, and it allows students to refer to the
directions independently when needed. Since students with sensory disabilities
tend to struggle with language, visual structure can provide a clear visual
understanding of expectations. By delivering the directions visually, teachers can
reduce the number of verbal directions or prompting. For students with visual
impairments, this can include using materials with high contrast, auditory text,
magnified materials, large print, tactile graphics, full objects, braille, and cues. For
students with hearing loss, these visuals can include full objects, pictures, and
written words, depending on the learner's needs. For all learners, these visuals can
be simple to complex, such as a first, then directions, or more complex written
directions that the child reads independently, then completes. These visual
directions or structures allow the students to reference the steps of a task without
relying on their auditory memory. With our students with sensory impairments, we
want to be aware of where we are putting these visuals. These visuals should be in
a place that is easily accessible with good lighting and can be understood by the
learner.
