Free educator resource
Free Classroom Teaching Aids & Visual Routines
This free classroom teaching aids guide helps you choose a visual routine or communication tool to practice with your students. When a student struggles to start work or move between activities, the next teaching aid does not have to be an expensive kit. A small, clearly explained tool can make the task easier to discuss. Start with one classroom moment: opening a notebook, joining a group, or putting materials away. Ask what the learner needs to know, what the adult will explain, and what support is already in place.
Free guide, practice example, and checklist. No account or course purchase required.
Choose the tool for the moment
IRIS describes visual supports as ways to communicate routines and expectations. A first–then board shows the current activity and what comes next. Teach how to use the support; displaying it alone is not instruction.
For an original practice card, divide a sheet into two boxes. Add a drawing or short phrase for each activity. A student who reads confidently might prefer a discreet note; another might want a picture. Invite their feedback rather than assuming the adult's design is clear.
Offer a real choice
The IES K–5 practice guide includes instructional choices among its recommendations. Keep both options available and acceptable. A choice about the starting point, partner, or material can preserve the lesson's purpose.
Try a planning line: 'The learning goal is ____. Two ways to begin are ____ and ____.' If neither option works, ask what feels difficult. Access to water, bathroom use, communication, or an established accommodation should never depend on finishing a task.
Rehearse before the difficult moment
Use this short rehearsal during a calm part of the day. Keep the wording consistent across adults, while allowing changes when the learner's feedback calls for them.
- Point to the card together and describe the two activities.
- Ask the student to show or explain where they will begin.
- Practice requesting help using the learner's usual communication method.
- Afterward, ask what was clear and what needs changing.
Fictional classroom example
Mina pauses when the class moves from reading to writing. Her teacher and Mina make a card: first choose a story detail, then share one sentence with a partner. Mina chooses drawing or writing for the detail. During practice, she says the partner step is unclear, so they name the partner on the card.
Your teaching-aid planning checklist
Check each item as you practice. Download a copy to keep your notes.
Common questions
What free teaching aids can I make for students who need clearer classroom support?
This guide explains how to plan a visual routine, a first–then card, or a choice board for one classroom moment. Start with a format the student understands, offer genuine options, and include a way to request help. The free checklist helps you plan your own tool.
How do I use a first–then card in the classroom?
Make the current step and the next step understandable with pictures or words. Rehearse how to use the card before a difficult moment, check the student’s understanding, and review the tool together. Keep choices and support consistent with the student’s existing classroom plan.
Background reading
Official further reading (English)
- IRIS Center: Visual supports in the learning environment
- IES: Teacher-Delivered Behavioral Interventions in Grades K–5 (2024)
A source’s inclusion does not imply endorsement or certification of Rico’s Development LLC.
These are educational planning ideas, not a diagnosis or an individualized behavior plan. Follow the student's existing supports and collaborate with their school team. For guided classroom practice, explore Rico’s Development LLC's educator course and free preview.