Ch. 6- Learning Environment

1. Ch. 6- Learning Environment 10-30-07

2. BOO!!

3. DAP’s • Review- What does a DAP classroom look like? • It is a curriculum that is appropriate to the age span of the children in the program, as well as appropriate to their individual needs, abilities, learning styles, and interests. (p.145) • Curriculum models that emphasize DAP are insufficient unless individualized adaptations are made and instructional techniques are adopted to meet the needs of young children with disabilities.

4. Assumptions of a Developmentally Appropriate Learning Environment • Planned activities are driven by the children’s interests and experiences. • You might have to probe to get information from children who have disabilities (shy, withdrawn, nonverbal, or have physical, sensory or cognitive limitations) or language differences.

5. Assumptions of a Developmentally Appropriate Learning Environment • Adults adapt, change, and expand activities to address the wide range of needs in the classroom. • This is especially true with children who have disabilities and language differences. The physical environment, daily schedule or routine, and activities may require modification in order for young children with disabilities to be successful. (p.146)

6. Roles of teacher • When working with children that have special needs in a DAP classroom, the roles of the teachers are basically the same. The amount of planning and adapting may be increased.

7. Planning Environmental arrangement Engagement- engage in activities with children and serve as assistants to children Facilitation- Model, coach, question, provide additional material/information Interaction- teachers interact with children Support Monitoring progress- observe and evaluate children’s learning Communication/ Collaboration- communicate and collaborate with families and others Roles of Teachers in Developmentally Appropriate Classrooms

8. Instructional Strategies and Modifications • Desired outcome- “Is the desired outcome at the appropriate level of difficulty for the child?” If not, modifications should be made. • Special arrangements- Time, space, materials, directions/instructions, assistance, positioning or equipment

9. Instructional Strategies and Modifications • Assessing/Monitoring progress- teachers have to make decisions “moment-to-moment”. Ongoing, frequent adjustments are often necessary for those with disabilities.

10. 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.)

11. Physical Environment Considerations • Foster Independence- many children with disabilities have “learned helplessness” • Pictures • Order • Color Coding • Outlines

12. Physical Environment Considerations • Provide Access to Learning- • Ramps • Widened doors • Bathroom modifications • Water fountain adaptations • 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

13. Physical Environment Considerations • Create a Sense of Community • Rather than children with disabilities on language differences always being singled out for one-on-one instruction, they should be included as equal members of the group whenever possible.

14. 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. Physical Environment Considerations

15. Physical Environment Considerations • Address Various Learning Styles • Natural • Incidental observations • Direct Instruction Instruction must be provided in a variety of ways utilizing all sensory pathways.

16. Types of Classroom Space Active play space Table space Quiet space Group space P.153-example Wet space Personal space Teacher space Storage space Parent space Guidelines for Arranging the Physical Environment

17. 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.

18. Indirect Guidance within the Environment • 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.”

19. Indirect Guidance within the Environment • The environment should have uncluttered walls, floors, and work spaces. • Equipment, materials, and toys should be arranged attractively and logically from a child’s point of view. • The noise level should be considered in the arrangement of space.

20. Indirect Guidance within the Environment • 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.

21. Guidelines for Scheduling • Time- • “three-minute rule” Time the age of the child by 3. So, if a child is 5 years old. (5x3=15) He/She may be able to do an activity for 15 minutes. • Obviously this is not exact for every child. Some children could do the activity longer, some not that long. • Modifications are required in the schedule to accommodate the individual needs of children.

22. Guidelines for Scheduling • Curriculum Areas- All areas of the curriculum should be addressed throughout the daily schedule. • Arrival and Departure Times- Program should start as soon as child arrives. Program should end with a recap of the days events. • Transitions- make transitions natural Do a quiet activity before nap time.

23. Guidelines for Scheduling • Cleanup- this fosters self-discipline and self-satisfaction. • Lunch and Snack Time- good time for social, emotional, physical, and cognitive development.

24. Do you remember Tiffany, Brad and Tarrel • Look back in your book at the case studies. • What are some physical/scheduling modifications/adaptations that you could do for the case study you reviewed at the beginning of the semester? • Design a classroom for this student