What strategy should a teacher use first to help a student with special needs transition between activities?

The strategy of providing frequent visual and verbal cues about the time allotted for each activity is essential in supporting a student with special needs during transitions. This approach acknowledges that many students may struggle with understanding time management and the sequence of activities. By using visual cues, such as timers, schedules, or countdown charts, alongside verbal prompts, the teacher can help the student anticipate when an activity will end and when the next one will begin. This structured approach reduces anxiety associated with transitioning and fosters a sense of predictability.

Moreover, regular cues serve as a means of scaffolding, gradually building the student's ability to transition more independently over time. This method is effective as it not only aids in the current transition but also reinforces skills that are crucial for future transitions, promoting overall independence and confidence in managing changes in routines.