IMPACT OF VISUAL SCHEDULES ON TRANSITION MANAGEMENT AND INDEPENDENCE IN CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD SETTINGS

Abstract

Early childhood education emphasises structured routines, predictability, and independence as critical foundations for development. For children with autism spectrum disorder (ASD), transitions between activities or environments often present significant challenges due to communication difficulties, inflexibility, and sensory sensitivities. These challenges may result in anxiety, resistance, or behavioural outbursts. Visual schedules, structured representations of daily routines using pictures, symbols, or words, have emerged as evidence-based interventions that enhance predictability and autonomy. This paper explores the theoretical underpinnings and empirical support for visual schedules as tools to improve transition management and foster independence among children with ASD. A descriptive survey design was adopted to collect data on the impact of visual schedules on transition management and independence among children with Autism Spectrum Disorder (ASD) in early childhood settings, with the use of questionnaires and oral interviews to obtain information from early childhood educators, special needs teachers, and caregivers working with children with ASD in inclusive schools. Five (5) schools within Yaba and Kosofe Local Government Areas of Lagos State (2 from Yaba and 3 from Kosofe) were selected because they provide early childhood inclusive education services for children with special needs. A total of 30 respondents participated in the study, consisting of 10 special educators (2 from each school) and 20 regular early childhood teachers (4 from each school). The collected data were analysed using descriptive statistical methods, including frequency, mean, and percentage. From the findings,80% of respondents agreed that visual schedules effectively reduce transition-related anxiety, and 66% observed that they promoted self-management and enhanced participation in early childhood settings. The paper concludes by recommending culturally adaptive applications and further research in low-resource contexts to expand the evidence base and enhance inclusive education practices in Nigeria.