Assessing the Environment

Look at the physical layout of the classroom. Depending on the age of the students, classrooms should look different with regard to size of furniture and age appropriateness of materials; however, the basics of classroom environment are the same at any age. When assessing the functionality of the classroom environment, questions such as the following should be asked:

What activities are carried out in the room?

For younger children these may include:

• Play
• Eating
• Sensory activities (sand and water play, Play-doh, art activities)
• Self-care skills (toileting, dressing, grooming)
• One-to-one work area, small-group work area, independent work area
• Quiet area (pillows, books, sensory toys)

With older students, these may include:

• Individual teaching
• Leisure
• Self-care skills
• Domestic skills training
• Group discussion

Where are the high-traffic areas?

• Where are the common physical “paths” to learning areas? Keep one-to-one work areas away from these paths.
• Are high-traffic paths next to each other?

What safety concerns need to be addressed?

• Is there more than one exit from the room? This is a concern if a child tends to run from the room.
• Are unstructured activities (play areas) kept away from room exits?
• Younger children may be safer having coat and backpack hangers in the classroom, while older students can use lockers or hooks in a hallway.

Where are the teacher areas and where are the student areas?

• Where are group work areas?
• Where are individual work areas?
• Is there a quiet space available? If not in the room, is there one within close proximity?

What toys/materials are used?

• Is there adequate storage?
• Can students and teachers easily access materials?
• Are toys and materials set out in clearly identified visual spaces?

Are there areas that are open to distractions?

• Are low dividers necessary?
• Are work areas placed away from distractions?
• Are students seating arrangements set up so students can readily attend to learning?

What are the sensory needs of individuals that need to be addressed?

• What type of lighting is in the room?
• What sounds might the learners be hearing?
• Are movement activities or equipment available for individuals who seek vestibular, or movement activities? (such as a swing, a stationary bike, or a rocking chair)

Arranging the Environment

Let’s think about Ryan who was attempting to do a work task, but was easily distracted from his work. A few essential modifications to his environment could assist in making him successful in completing his tasks.

• Identify where activities will take place Think about types of activities: small group, large group, play areas, one-to-one work areas, independent work areas and break areas.
• Identify his unique needs with regard to safety and sensory issues.
• Be sure dividers are at a level that allow the staff to observe students while enabling students can see and listen to ongoing instruction.
• Think about high-traffic areas (trash can, pencil sharpener, doorways,etc.) and how you can keep those areas less congested. Try to keep work areas away from the high-traffic areas.
• Keep materials readily accessible.
• Look at wall space and how it is utilized. If the schedules and rules are posted on the walls, be sure they are at student level and are clearly identified. Don't overload walls with distracting materials!
• Think carefully about use of floor space. Areas for coats and materials should be near entrances and exits, if possible. Activities requiring water (water play, cooking, cleaning) should be near the sink area.
• Make seating arrangements based on student needs, with enough space between desks and tables.

Once the environment has been arranged and utilized most effectively, prepare the individual before making any further changes.

Ryan’s classroom structure needed to be modified so that he could more easily complete his tasks without distraction, yet allow his peers to socialize when they completed their work. When assessing his environment, Ryan’s teachers needed to more clearly identify specific areas for specific activities. They also looked at the high-traffic areas and recognized the need to move work areas away from those paths. Ryan’s own work area also required modifications, including turning his work table so that it was not facing distractions and using dividers to provide more physical structure. At the same time, his teachers were still able to monitor his work and determine when they needed to step in if it looked as if he were having difficulty. In addition, Ryan’s daily schedule was more clearly defined so that he could recognize which activities needed to be completed before he could have a break and socialize with his peers. With these modifications in place, Ryan was able to complete his work independently and successfully and still have time daily to socialize with his peers.