Teaching Methods

Using Visual and Auditory Supports

Many autistic learners process information more easily through visual and other sensory supports than through spoken words alone. Visuals are therefore powerful tools for building meaning, comprehension, understanding, and communication.

When and why to add visuals

If you notice that simply saying something is not reaching the learner, the first step is to add a visual support. For many autistic learners, using pictures or actions to represent words makes language clearer and more concrete.

Example: You have been saying “Clap hands” and trying to teach the action that goes with the words, but it is not working.

  • First, show the action: model and say “Do like this, this is clap hands.”
  • If the link between language and action is still not clear, introduce a picture that represents “clap hands” and use that picture as an additional support while teaching.

Visuals for sequences and daily living

Visuals are especially helpful for anything that has a sequence the learner needs to remember, such as:

  • Self-care routines and other activities of daily living (ADLs).
  • Executive functioning tasks like getting ready, organising materials, or following multi-step instructions.

Where possible:

  • Start with pictures, even if the learner is able to read.
  • Once the sequence is familiar, gradually fade pictures and move toward written print only.
  • Allow the learner to decide whether they still want the visual supports or prefer to rely on print or memory.

Auditory supports and repetition

Alongside visual supports, auditory supports can also help.

  • Record key information, instructions, or stories so the learner can listen again if they choose.
  • Place social stories or explanations in AAC devices where the learner can go back, watch or listen again whenever they need to.

These tools give the learner more control: they can revisit information at their own pace, repeat it as many times as they like, and rely less on having to remember everything from a single verbal explanation.

Key idea for facilitators

Visuals, pictures, modelling, written supports, recordings, and AAC-based stories are not “extras”; they are core learning supports for many autistic children. They help bridge the gap between language and understanding, support independence in daily routines, and honour different sensory and processing styles in the learning environment.

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