Utilizing Quick Response Codes to Extend Instruction in Early Childhood Contexts

195 Vol. 25, No. 4, December 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211006077 DOI: 10.1177/10962506211006077 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Tracy is a lead preschool teacher in an inclusive, mixed age classroom. Having spent the better half of three years working with young children both with and without disabilities, Tracy has observed her students learn new skills as they grow and develop. One trend she notices is that many of her students, particularly her newer students, struggle with social interactions and completing routine tasks such as cleaning up. Data she collected suggests that the majority of these conflicts happen in the blocks center. Tracy is also concerned with Jon. Jon is a 5-year-old child with autism spectrum disorder (ASD). Jon continues to struggle to complete routine activities, such as using the toilet, getting dressed, washing hands, and cleaning his area. Jon also struggles with peer social interactions, often preferring to play by himself at the water table. Although Tracy tries her best to meet the instructional needs of all of her students, as well as the specific needs referenced in Jon’s Individualized Education Program, she wonders whether there is more she can do. Visual supports are content provided in a visual manner that help people to navigate and/or make sense of the world around them. Visual supports can be physical items, such as graphic organizers or directional signs, or can be electronic, such as infographic charts on a computer or 1006077 YECXXX10.1177/10962506211006077YOUNG EXCEPTIONAL CHILDRENQuick Response Codes / Oh-Young research-article2021