This Visual Cue Card Key Ring resource promotes visual communication and communication systems use between you and your students. You and your students are always on the go (even within the confines of your classroom!) and we need something handy that we can refer to, that you can put on your key ring! You can use these cards as visual cues across activities and in the classroom. These cards include a number of ways to communicate your message using communication system (you get to model this with your students!), supporting your students as they communicate, and a proactive way to support students’ communication during times of stress and generally across the course of the school day. Preview Click here to preview the resource. What's Inside Visual Card PDF 73 cards 6 blank cards 6 covers Visual Card PPT + Google Slides 73 cards 6 blank / editable cards 6 editable covers Visual Included: AAC Deep breaths Squeeze a toy Squeeze hands Count to 10 I need help Snack Water Quiet spot Calm space Cool down I want Stop Listen Look Wait Sit Sit on floor Sit on chair Stand Bathroom Bus Playground classroom Break time Choice time Go home Walk Stop walking Raise hand Share Happy Sad mad Eat Cover mouth Clean up Throw away Wash hands Quiet Voice down Hands to yourself Hands down Feet down No touch No hitting No swearing No yelling No biting No kicking Stop touching Stop hitting Stop swearing Stop yelling Stop biting Stop kicking Sensory tablet Great work! Good job! Thank you! 5-4-3-2-1 5 more minutes 3 more minutes 1 more minute Time to go 5 4 3 2 1 All done Blank/Editable Cards (x6) Ideas for use: Portable communication system, Put on your teacher lanyard and your paraprofessional(s)’ lanyards Across ages and support needs: Can be used with elementary to high school students across ages, support needs, and abilities. The images are age-respectful in that they show students who across a variety of ages and generally older students. Promoting Neurodiversity + Future-Focused Work Visual cards like these help reduce the amount of verbal communication we may find ourselves using. Sometimes in a heightened state of deregulation, a student will benefit more from just a visual cue and/or visual prompt. Oftentimes our autistic, neurodivergent, and generally other students’ visual receptive skills are significantly stronger than auditory reception. These cards promote self-advocacy with specific language use around “I want” and “I need”, and self-regulation. You can email us at [email protected] if you have any feedback, questions, and/or requests for resources.