<![CDATA[This study aimed to describe the implementation of a visual schedule, changes in functional communication, and the supporting and inhibiting factors associated with its use among two children with speech delay in Group A at TK Negeri 1 Kongbeng. A qualitative approach with a case study design was employed. The two children were selected as case subjects based on identified speech and communication delays observed in the learning context. The visual schedule was implemented consistently during daily classroom activities using picture cards representing sequences of activities. Data were collected through direct observation of the children’s communication behaviors, semi-structured interviews with relevant informants, and documentation of learning activities. Changes in functional communication were identified by comparing patterns observed throughout the implementation, particularly in the children’s ability to express needs, respond to and understand instructions, maintain eye contact, sustain attention, and engage socially. Data credibility was established through source triangulation, technique triangulation, and member checking. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. The findings showed observable positive changes in several aspects of the children’s functional communication during the use of the visual schedule. The picture-based activity sequences helped provide predictable visual cues that supported the children in understanding daily activities and communicating within the classroom context. Supporting factors included a simple and engaging media design, consistent teacher implementation, and parental support, whereas inhibiting factors included unexpected changes in the school schedule and individual differences in communication abilities.]]>
