ECE 28, CLASS NOTES, WEEK 11, Chapter 13: ARRANGING THE LEARNING ENVIRONMENT

The Exceptional Child, Inclusion in Early Childhood Education, Sixth Edition, Thomson-Delmar Learning, OBJECTIVES Explain how environmental arrangements, & the daily schedule influence children's learning. Define preventive discipline. List ways that teachers can increase the safety of indoor & outdoor environments. Understand the major issues in planning a program schedule for children in an inclusive setting. Describe smooth transitions. KEY TERMS activity concentration discovery learning embedded learning opportunities (ELO's) induced incompetence preventive discipline self-help skills structured flexibility zone teaching WHAT IS INCLUSION FOR A CHILD WITH SPECIAL NEEDS? Inclusion considers that all students are full members of the school community and are included in the opportunities and responsibilities that are available to all students in the school. In an inclusive school setting, students with disabilities are provided specially designed instruction in their least restrictive environment (LRE). LRE varies according to the individual needs and goals of each student. In order to determine the LRE, federal laws require that the IEP team first develop the individual goals for the student, and then determine how and where the student's goals can be met. DO INCLUSIVE CLASSROOMS WORK? Research has shown that with the right preparation and support, children can benefits from an inclusive approach to education. THE INCLUSIVE ENVIRONMENT: Physical Environment Considerations Address the whole child- children rarely focus on one skill at a time; thus an environment for young children should be planned in a way that allows for the integration of the major developmental areas. (Social, Physical, Cognitive, Communication, etc.) Foster Independence - many children with disabilities have learned helplessness Pictures Order Color Coding Outlines Provide Access to Learning: Water fountain adaptations Ramps Widened doors Bathroom modifications Adapted chair (table activities) Wheelchair (mobility) Floor seat (free-play activities)
* Note- Adaptations should be as minimal as possible, with the eventual goal of reducing the need for the adaptation.

Create a Sense of Community Rather than children with disabilities singled out for one-on-one instruction, the child should be included as an equal member of the group whenever possible. Foster Social Skill Development Provide opportunities for one-on-one, small-group, and large-group activities. Reflect Classroom Uniqueness Environment should be driven by the different interests and needs of the teacher and children Address Various Learning Styles Natural Instruction must be provided in a variety of ways utilizing all sensory pathways. Direct Instruction Incidental observations THE INCLUSIVE ENVIRONMENT: Guidelines for Arranging the Physical Environment Types of Classroom Space Active play space Table space Quiet space Group space Wet space Personal space Teacher space Storage space Parent space THE INCLUSIVE ENVIRONMENT: Indirect Guidance within the Environment The arrangement of the environment should be organized in a consistent and predictable manner so that children know what to expect and what is expected of them. The location of the classroom fixtures (cubbies, trash cans, uncarpeted areas) should be considered when the teacher arranges space. The teacher should create clear pathways and traffic patterns that are logical, avoid interference, and minimizes distractions. The room design should discourage running by avoiding long, narrow runways. The environment should have uncluttered walls, floors, and work spaces. Equipment, materials, and toys should be arranged attractively and logically from a childs point of view. The noise level should be considered in the arrangement of space. Private spaces can be created for individual or group activities in an area by the addition of elements such as rugs, cushions, or comfortable chairs. Place the names/pictures of the children on their special space helps them to identify their own personal space.

 Reasonable limits should be placed on the number of children in one space. The environment should provide for a sense of success and competence. THE INCLUSIVE ENVIRONMENT: Guidelines for Scheduling Time: The three-minute rule (the age of the child times 3). This is not exact for every child. Modifications are required in the schedule to accommodate the individual needs of each child. IEP goals should be addressed throughout the daily schedule. Cleanup fosters self-discipline. Lunch and snack time are a good time for social, emotional, physical, and cognitive development. The program should start as soon as child arrives, and close with an end of the day routine. THE INCLUSIVE ENVIRONMENT: Guidelines for Class Activity Organize in groups of two to three. Design a classroom for a student with a selected specific disability. Address all the information we discussed to this point today. What are some physical modifications & adaptations that you could create? How will peers without disabilities benefit from the physical modifications & adaptations you have developed? THE INCLUSIVE ENVIRONMENT: Arrangement and Environment An inclusive classroom, environmental arrangement assumes special importance because of the range of abilities among children. Arrange play spaces so that children with special needs are included. Bring whatever special equipment is essential to the child's inclusion into the classroom. Also, some examples of therapeutic equipment for all children: Big medicine balls Tumble tubs Portable stair-climbing Balance beams All children have the same needs. Some examples: Loud & distracting noises are difficult for most children (especially hearing impaired). An environment free from clutter, slippery floors, rumpled rugs. For children with limited vision or physical problems, an environment free of obstacles. Minimizing clutter & confusion enhances the ability of all young children to concentrate. For children with attention or learning disorders, reducing distractions may be the best way to promote learning. It is unacceptable to provide one kind of environment for typically developing children & different kind for children with disabilities. A learning environment can also can be an effective way that supports & prompts acceptable behavior in all children. PREVENTIVE DISCIPLINE: What does environment have to do with discipline? Anticipate potential trouble before it begins. Use observation of children & knowledge of child development to plan. Adults prevent mishaps - preventive discipline. Environmental arrangements are major determinants of children's behavior. Preventive discipline accomplishes the following: Communicates how to behave, & then facilitates children's efforts. Easy for children to experience & learn many different types of behaviors. Develop skills in growing up confident in a world that expects much from young children. It helps children avoid unnecessary errors that waste the school day. It assures a positive climate where the teacher enjoys teaching & all children, regardless of typically developing or challenging disabilities enjoy learning. ARRANGEMENTS FOR LEARNING: Types of Learning Self-help or independence skills promoting daily life skills / functional skills such as: Toileting Dressing Eating Cleaning up Daily routines Monitoring specialized equipment Hygiene Toilet facilities must be appropriate size & height. Adequate space Handrail Footstool Accessible from indoors & outdoors Schedule / timer Cubby areas & lockers should be as near as possible to the outdoor exit & bathroom, free of obstacles & clutter. Sleeping area in all-day programs must be free of distracters. Either a separate room or an area partitioned off with low barriers. Children remove shoes, & relax. Cots & bedding should be arranged to support children involvement in the daily routine of setting up & putting away nap time items. Teacher-structured activities (also called large & small group activities, 1:1, or instructional periods) are interspersed throughout the day. Teacher's intent is to impart knowledge & skills. Some children need more teacher-structured activities, some children need less.

 The goal of transitions between activities is to be seamless; using cues which prompt children to respond with genuine interest. Discovery learning is another name for uninterrupted blocks of time designated for free play, child-initiated activities, & free-choice periods. Large blocks of unstructured tim e vs. teacher-structured activities. Who needs what? Location of discovery learning area if planned well will support student exploration, appropriate behavior & clean-up. Designate a large open space with a rugs, lack of furniture & equipment. Sinks designate where children paint. PLANNING EARLY LEARNING ENVIRONMENTS: Safety Safety in classrooms & play yards is a major consideration in preventing accidents & fosters independence. What is safe? Rugs with non-skid backing. Material & equipment non-toxic. Equipment in good working order. Material & equipment free of cracks & splinters. Sharp objects put away in a safe place. Electrical cords used appropriately. Order & organization: Clutter & disorganization incompatible with safety. Logical arrangements contribute to a child's independence. Teachers need to help children routinely by cleaning up a play area to provide a model of organization. Children with special education equipment need to learn how to use it safely as well as where to store equipment when not in use. Safe outdoor environments: Simple yet versatile. Motor area which supports gross motor skills; i.e. consisting of portable planks, jumping boards, walking boards & balance beams. PLANNING EARLY LEARNING ENVIRONMENTS: Visibility Typically developing peers take risks, some work, some do not. Teachers have opportunities to provide suggestions. Children with developmental disabilities often cant always gauge their own limitations & may require more intervention. PLANNING EARLY LEARNING ENVIRONMENTS: Matching Children & Equipment Types of equipment & toys can encourage or discourage play. Materials at children's play ability. Does a child need individual instruction to learn how to use materials & equipment? Materials available vs. sharing. PLANNING EARLY LEARNING ENVIRONMENTS: Ease of Movement Classroom with clearly defined play spaces. Traffic lanes unobstructed & adequate for children with disabilities (children with limited mobility & vision). Both individual & shared group space. Crowded areas lead to conflict. Too much open space encourages children wandering about the area. PLANNING EARLY LEARNING ENVIRONMENTS: Activity Concentration Correct placement of furniture, lockers, equipment, materials & toys. PROMOTING INDEPENDENCE Early childhood education environment arranged to encourage independence. Transition from one activity to another with little teacher direction. Access to lunch & beverages (water, milk, juice). Teacher reflection time to rearrange when needed. PLANNING EARLY LEARNING ENVIRONMENTS: Teacher Availability Teachers need to be where they are most need throughout the school day. Use zone teaching methods when appropriate. Open door policy for parents / guardians. Available to parents / guardians by phone, notes or conference, IFSP or IEP when requested. Teachers share lesson plans, work together as a team. PLANNING EARLY LEARNING ENVIRONMENTS: Offering Choice Choice is a great strategy to preventative discipline, especially for chi ldren who say "no". Choice empowers children. Choice encourages sharing. PLANNING EARLY LEARNING ENVIRONMENTS: Structured Flexibility A structured environment must also include at the same time flexibility & adaptability. Rules & expectations are consistent. Teacher periodic assessment of program. Early Childhood Education Rating Scale (ECERS).

 Preschool Assessment of the Classroom Environment (PACE). SCHEDULING: Principles Related to Scheduling Accommodating individual differences: Sensitive to children & their special needs & preferences. Length & time of indoor activities & outdoor time are different from fall to winter & winter to spring & summer. Transitions focus for children with special needs. Toileting schedule. Picture Exchange System (PECS). Pre-academic vs. functional-skills. School readiness focus. Preschool Foundations focus. Varying activity levels: High physical activity alternate with quiet time. Concentration periods should not be scheduled following high energy free play. Ensuring orderly sequences: Activities need to follow orderly & predictable sequences. Changes in routine may be difficult for very young children, as well as children with developmental disabilities. Children feel secure knowing what comes next. A fixed sequence of activities helps children predict the order of the day. Children with autism-like-behaviors, or on the autism spectrum, or attention disorders are often obsessively attached to the daily schedule. Routines become rituals, & unexpected changes may drive the child into a frenzy or challenging tantrum. Based on type of program, number of teachers, number & type of children, size of classroom & facility. Minutes per day. Minutes per activity. Transportation constraints. State requirements; Preschool Standards, testing (DRDP). Food service; breakfast, lunch & snacks. IFSP & IEP goals & services. SCHEDULING: Learning Goals Schedule & Embedded Learning Opportunities Teacher challenged to always keep children engaged in learning. Learning / teaching goals for children with IFSP/IEP - targeting times in the day to be taught. Learning / teaching goals for typically developing. Embedded learning opportunities (ELOs) throughout the school day. Teacher schedule: Specify the location of each teacher, instructional aide or specialist for each area & activity during the day (include parent volunteers). Staff members daily breaks & lunch break. Schedule should include specified time for teachers to carry out their own responsibilities; staff meetings, trainings, IFSP or IEP meeting, lesson plans etc. TRANSITIONS An exemplary program has smooth transitions that appear effortless; teachers, students & support staff are interacting comfortably. It is the result of planning, knowledge about each child, attention to details, understanding positive reinforcement, thorough knowledge of best educational practices, reflection & readjusting, and much more. The individual movement of each child provides the gradual movement of the whole. Requires an adequate ratio of teacher (adult) to child.
* The underlying principle of smooth transitions is that each child move individually, at his/her own pace, from one activity to the next.