Kristy Treven Stacy Dymond SPED 448 - Kristy Marie...
Transcript of Kristy Treven Stacy Dymond SPED 448 - Kristy Marie...
Kristy Treven
Stacy Dymond
SPED 448
30 March 2010
Instructional Setting Inventory and Schedule
Step 1: Identify Potential Settings for Instruction
1. During any naturally occurring opportunity (in the school building or in the community),
Tania will find her place at the end of the line leaving approximate 2 feet between her
and the person in front of her. Mastery will occur when Tania scores a 9/10 on the rubric
30 consecutive times.
- School Hallway
- SPED classroom
- Gen Ed classroom
- School Playground
- Noodles Restaurant
- Sam‟s Club
- Wal-Mart
- Assembly Hall
- Urbana Free Library
2. When verbally presented with two or three meal options (either at school or in the
community), Tania will verbally choose the healthier option. Mastery will occur when
Tania selects the healthier option 15 times (in each environment).
- Lunchroom
- Classroom
- Noodles Restaurant
- IHOP
- Sam‟s Club
- Olive Garden
- Arby‟s
- Apple Bees
- Culver‟s
- Home Kitchen
- Buffalo Wild Wings
- Wal-Mart
3. When in a parking lot, Tania will stop, look both ways (for 3 seconds each) and verbally
identify that there are no cars coming prior to stepping into the drive (areas where
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moving cars travel). Mastery criterion requires that 100% of these steps be completed
during 30 consecutive trials.
- Urbana Free Library
- School
- Wal-Mart
- Sam‟s Club
- Arby‟s
- Culver‟s
- Olive Garden
- Apple Bees
- Movie Theatre
- Urbana Aquatic Center
4. Whenever Tania is at a community location where the location of the bathroom is
unknown, she will walk to the nearest employee and verbally ask where the restroom is
located. Mastery will occur when Tania scores a 14/15 on the rubric 15 consecutive
times.
- SPED classroom
- School Hallway
- Urbana Free Library
- Urbana Aquatic Center
- Assembly Hall
- Movie Theatre
- Happy House
- Sam‟s Club
- Wal-Mart
- Buffalo Wild Wings
- IHOP
- Culver‟s
- Olive Garden
- Apple Bees
- School Office
Recreation and Leisure:
1. When a baseball is thrown towards Tania (during baseball practice or a game of catch),
she will position her body in the ready position (see ready position rubric) underneath the
ball, and catch the ball in the mitt while clamping her free hand on top to trap it. Mastery
will be reached when the ball is caught (by completing 100% of the steps in the rubric)
30 times.
- School Gym
- School Playground
- Baseball Field
- Home/Backyard
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- Urbana Aquatic Center
- Urbana Free Library
2. Whenever Tania is lost (simulated in the classroom or at a community arena etc.), she
will walk to the nearest employee and verbally ask for help. Mastery will occur when
both steps of this behavior are demonstrated 15 consecutive times.
- SPED Classroom
- School Gym
- Assembly Hall
- Movie Theatre
- Krannert Center for the Performing Arts
- Foellinger Auditorium
- School Office
3. After using and manipulating objects (at home, school, or the community) Tania will
place the items back in their designated spot without being prompted. Mastery will be
achieved when a score of 9/10 on the rubric occurs 20 consecutive times.
- SPED Classroom
- Gen Ed Classroom
- Art Classroom
- Music Classroom
- School Gym
- Home
- Urbana Free Library
- Happy House
Domestic:
1. After using the washroom, Tania will go over to the sink and wash her hands thoroughly
(rubbing her hands together with soap) for the length of time it takes her to sing “Happy
Birthday”. Mastery is achieved after 15 consecutive occurrences that score an 8/10 on
the rubric.
- SPED Classroom
- Art Classroom
- Music Classroom
- School Bathroom
- Urbana Free Library Bathroom
- Urbana Aquatic Center Locker Room
- Assembly Hall Bathroom
- Movie Theatre Bathroom
- Happy House Bathroom
- Sam‟s Club Bathroom
- Wal-Mart Bathroom
- Buffalo Wild Wings Bathroom
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- IHOP Bathroom
- Culver‟s Bathroom
- Olive Garden Bathroom
- Apple Bees Bathroom
- Faculty Bathroom
2. When natural opportunities arise to dress or undress herself, Tania will be able to
manipulate buttons, snaps, and fasteners independently. Each button/snap/fastener will
be correctly manipulated within 10 seconds of initiation. Mastery occurs when 100% of
the buttons/snaps/fasteners have been correctly manipulated within the ten second time
limit 10 consecutive opportunities.
- SPED Classroom
- School Gym
- School Hallway
- School Playground
- School Bathroom
- Urbana Free Library Bathroom
- Urbana Aquatic Center Locker Room
- Assembly Hall Bathroom
- Movie Theatre Bathroom
- Happy House Bathroom
- Sam‟s Club Bathroom
- Wal-Mart Bathroom
- Buffalo Wild Wings Bathroom
- IHOP Bathroom
- Culver‟s Bathroom
- Olive Garden Bathroom
- Apple Bees Bathroom
- Faculty Bathroom
3. During all natural opportunities (in the classroom or in the community), Tania will
initiate the carrying out of verbally received directions within 4 seconds of hearing them.
Mastery criterion requires that student initiation of the directed task occurs 40
consecutive times within the time limit.
- SPED Classroom
- Gen Ed Classroom
- School Gym
- School Playground
- School Hallway
- Art Classroom
- Music Classroom
- School Parking Lot
- Urbana Free Library
- Urbana Aquatic Center
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- School Office
4. At school, home, and in the community, when verbally prompted, Tania will verbally
state her full name, address, and phone number (initiating within 4 seconds) within a 15
second time frame. Mastery is obtained when Tania scores 16/16 on the rubric within the
time restrictions 12 consecutive times.
- SPED Classroom
- Urbana Aquatic Center
- Assembly Hall
- Doctor‟s Office
- Urbana Free Library
- School Office
5. After voiding on the toilet in the bathroom, Tania will independently wipe herself
(getting clean toilet paper for each wipe) until the paper reveals no feces or urine.
Mastery is obtained when Tania scores a 10/10 on the rubric 15 consecutive times.
- School Bathroom
- Faculty Bathroom
- Urbana Free Library Bathroom
- Urbana Aquatic Center Locker Room
- Assembly Hall Bathroom
- Movie Theatre Bathroom
- Happy House Bathroom
- Sam‟s Club Bathroom
- Wal-Mart Bathroom
- Buffalo Wild Wings Bathroom
- IHOP Bathroom
- Culver‟s Bathroom
- Olive Garden Bathroom
- Apple Bees Bathroom
Step 2: Determine Characteristics of Effective Learning Environments
- Activities of shorter duration (15-20 minutes)
- Noise does not bother Tania as long as she is engaged in the activity
- Social environments, frequent opportunities to talk with her peers
- Likes to move around and be active
- If academic work, prefers to have a special invitation to start
- Prefers to have someone helping her through academic work
- Is shy around people she does not know/remember (improves her behavior)
Step 3: Identify Procedures for Inventorying Settings
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- Information will be gathered through observations
- Websites of Community Settings may be used to provide a more detailed map
- Interviews with personnel on duty may be used to gather more specific
information about the types of activities that could take place in each sub-
environment
- Most school environments will be observed during the afternoon when practicum
hours do not interfere
- Art Classroom will be observed prior to March 5, as art teacher then moves on to
Yankee Ridge
- Community settings will be observed during business hours when I have a natural
opportunity to visit that location
- Data will be recorded on provided materials from class (few adaptations may be
present if certain questions do not apply to Tania)
Step 4: Conduct an Inventory of the Potential Settings
*see attached documents for the 11 selected settings
Step 5: Determine Appropriate Settings for Instruction
Age of Student: 9yrs
Estimated Time Spent Addressing the General Curriculum: all day
IEP Objectives Settings Activities
During any naturally
occurring opportunity (in the
school building or in the
community), Tania will find
her place at the end of the line
leaving approximate 2 feet
between her and the person in
front of her. Mastery will
occur when Tania scores a
9/10 on the rubric 30
consecutive times.
1. Gen Ed Classroom
2. SPED Classroom
3. Hallway
4. Art
5. Music
6. Lunchroom/Gym
7. Playground/Parking Lot
8. Urbana Free Library
1. After class is done the
student is required to line up at
the door with her SPED
classmates before exiting the
room.
2. Before the students leave
the classroom for fine arts,
lunch, recess etc., they are
required to line up at the door.
3. On the way to fine arts and
lunch, the class usually stops
at the bathroom. After using
the facilities, the class is
required to find their place in
line and wait until they make
their way to their destination.
4/5. After class is done the
student is required to line up at
the door with her SPED
classmates before exiting the
room.
6. Students are required to find
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their place in line at the
culmination of gym class, and
also must wait in line to
receive their food for lunch.
7. The students must wait in a
single file line to use the two
slides, the monkey bars, and
the ladders.
8. The students must find their
place at the end of the line and
wait their turn to ask a
question or check out at the
circulation desk.
When verbally presented with
two or three meal options
(either at school or in the
community), Tania will
verbally choose the healthier
option. Mastery will occur
when Tania selects the
healthier option 15 times (in
each environment).
1. SPED Classroom
2. Lunchroom/Gym
3. Urbana Free Library
1. During snack, the teacher
can present two to three
options instead of one, and
work with Tania to choose the
healthiest.
2. Each day, students get the
choice between three meals (2
hot and 1 cold). While
waiting in line, or as her turn
arrives, she must choose
which meal option she would
like to eat that day.
3. Tania might decide to
purchase a snack while at the
library, and could be presented
with three different options to
choose from the menu.
When in a parking lot, Tania
will stop, look both ways (for
3 seconds each) and verbally
identify that there are no cars
coming prior to stepping into
the drive (areas where moving
cars travel). Mastery criterion
requires that 100% of these
steps be completed during 30
consecutive trials.
Whenever Tania is at a
community location where the
location of the bathroom is
unknown, she will walk to the
nearest employee and verbally
ask where the restroom is
1. Playground/Parking Lot
2. Urbana Free Library
1. In order to get to the
playground, students must first
cross the drive that wraps
around the building (used by
maintenance vehicles etc.).
1. As the students prepare to
board/de-board the bus, they
should look both ways before
stepping out onto the drive
area to get to the sidewalk.
2. In order to get from the
building to the car (or bus stop
if walking the long way) the
student will need to cross a
drive in which cars pass.
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located. Mastery will occur
when Tania scores a 14/15 on
the rubric 15 consecutive
times.
When a baseball is thrown
towards Tania (during
baseball practice or a game of
catch), she will position her
body in the ready position (see
ready position rubric)
underneath the ball, and catch
the ball in the mitt while
clamping her free hand on top
to trap it. Mastery will be
reached when the ball is
caught (by completing 100%
of the steps in the rubric) 30
times.
1. Lunchroom/Gym
2. Playground/Parking Lot
3. Urbana Free Library
1. During gym, an activity of
catch could be assigned
(basketball, beanbag toss,
dodge ball, baseball etc.)
2. Students may play with
basketballs or softer balls.
Tania and another student
could play a game of catch on
the blacktop.
3. If students are
rambunctious, they might
enter the auditorium, and play
a game of catch with a soft
ball.
Whenever Tania is lost
(simulated in the classroom or
at a community arena etc.),
she will walk to the nearest
employee and verbally ask for
help. Mastery will occur
when both steps of this
behavior are demonstrated 15
consecutive times.
1. SPED Classroom
2. Music Classroom
3. Hallway
4. Lunchroom/Gym
5. Office
6. Playground/Parking Lot
7. Urbana Free Library
1. The teacher can simulate an
environment at a ballpark or
concert etc. and have the
student look for employees
(aides or other staff member
that could stop in to help with
the activity) and ask for help
locating her parents.
2. Since the teacher is now
located in a different room, the
opportunity arises for a
simulated setting of being lost.
When instruction is over,
Tania could be instructed to
ask an adult for help saying
that she doesn‟t know where
she is and to please help her
find her class/classroom.
3. After getting off the bus, a
simulated environment of
being lost could occur. Tania
would then have to ask an
adult/staff member in the
hallway for help finding her
classroom.
4. After eating lunch, a
simulated environment of
being lost could occur. Tania
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would then have to ask an
adult/staff member in the
lunch room for help finding
her classroom.
5. After using the bathroom,
visiting the nurse, attending a
conference, or visiting with
the principal, the student can
ask the secretary for help
finding her classroom (as if
she were lost).
6. After recess is over, the
student could ask an adult
(recess supervisor) for help
finding her way back to the
building.
7. If Tania realized (most
likely partially simulated) that
she was lost she could look for
the nearest employee and ask
for help.
After using and manipulating
objects (at home, school, or
the community) Tania will
place the items back in their
designated spot without being
prompted. Mastery will be
achieved when a score of 9/10
on the rubric occurs 20
consecutive times.
1. Gen Ed Classroom
2. SPED Classroom
3. Art
4. Hallway
5. Lunchroom/Gym
6. Urbana Free Library
1. The student enters the room
prior to calendar time and has
the opportunity to read books
from the class shelf. She will
need to place the book back in
its proper location before
instruction starts.
2. When students take/put
back their boxes for
enrichment, when they must
put assignments in folders to
take home, and when they put
writing utensils back in their
desks.
3. During the project, there are
various supplies the student
uses such as glue, crayons,
pencils, scissors etc. Each
tool has a specific spot in the
community boxes that line the
table. After the student is
done using one, they must put
it back properly before they
are allowed to take another
tool
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4. Students need to hand their
coats and backpacks up on the
proper hooks each morning
and after recess.
5. Students are required to put
all objects used in gym back in
their appropriate buckets in
the center of the room after
using them. The teacher could
also assign a student to be the
helper for the week and help
her put the buckets back in the
storage closet.
6. If Tania were to take out a
book to read, and then decide
she didn‟t want to check it out,
she would have to be able to
put it back in the proper spot
for the next patron.
After using the washroom,
Tania will go over to the sink
and wash her hands
thoroughly (rubbing her hands
together with soap) for the
length of time it takes her to
sing “Happy Birthday”.
Mastery is achieved after 15
consecutive occurrences that
score an 8/10 on the rubric
1. SPED Classroom
2. Art
3. Music
4. Bathroom
5. Office/Faculty Bathroom
6. Urbana Free Library
1. Before snack in the
afternoon, before going to
lunch, and after any messy
activity involving glue, the
student may use the sink in the
classroom to wash her hands.
2. After particularly messy
projects (using glue, paint,
etc.) the students take turns
waiting in line to wash their
hands at the classroom sink
located in the south east
corner of the room.
3. After using rhythm sticks
and maracas, the students
could be asked to use the sink
to wash their hands (in order
to prevent the spreading of
germs from touching tools that
all other students in the school
have touched)
4/5. After voiding, or before
going to lunch, the students
wash their hands to prevent
spreading germs.
6. Before/after eating a snack
from the coffee shop, or after
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using the restroom, Tania will
wash her hands.
When natural opportunities
arise to dress or undress
herself, Tania will be able to
manipulate buttons, snaps, and
fasteners independently. Each
button/snap/fastener will be
correctly manipulated within
10 seconds of initiation.
Mastery occurs when 100% of
the buttons/snaps/fasteners
have been correctly
manipulated within the ten
second time limit 10
consecutive opportunities.
1. Art
2. Bathroom
3. Office/Faculty Bathroom
4. Playground/Parking Lot
5. Urbana Free Library
1. For projects that require
paint of any kind, or ink,
students are required to put on
a smock. Some smocks have
buttons, and others have
snaps.
2/3. The student would be
required to properly pull her
pants down and up while
manipulating zippers, snaps,
and buttons on her own.
4. If the student‟s jacket were
to open, Tania would need to
be able to zip/button it back up
on her own.
5. Upon entering/leaving the
building, the student will
independently manipulate
buttons/zippers/snaps, to put
on, or take off her coat.
During all natural
opportunities (in the
classroom or in the
community), Tania will
initiate the carrying out of
verbally received directions
within 4 seconds of hearing
them. Mastery criterion
requires that student initiation
of the directed task occurs 40
consecutive times within the
time limit.
1. Gen Ed Classroom
2. SPED Classroom
3. Art
4. Music
5. Hallway
6. Lunchroom/Gym
7. Office/Faculty Bathroom
8. Playground/Parking Lot
9. Urbana Free Library
1. During calendar time, and
instructional time, the student
is required to follow any
directions given to her by the
general education teacher
(about the content) or from the
aide (about behaviors such as
sitting criss cross applesauce,
or putting books back on the
shelves after reading).
2. During each activity (math
worksheets, snack time,
phonics, etc.), students listen
to the verbal directions of the
teacher/aide before starting
anything.
3. After the book has been
read, the student must listen to
the teacher as she explains
how to complete the activity.
4. Every five minutes or so,
the teacher instigates a new
activity (whether it be a new
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song to sing, or physical
activity to support the lesson).
Students are prompted to
listen to the directions before
making any moves
5. Right before using the
restroom, or entering another
classroom, the students are
usually stopped before the
door, and given verbal
directions to follow (go to the
bathroom and wash your
hands, find a seat on the floor
and sit criss cross applesauce
etc.)
6. During gym, the teacher
gives directions for the day‟s
activity that the students are
expected to follow. During
lunch, the lunch attendants
give students verbal directions
on what types of food they can
choose (one main meal, two
sides, one drink, and two
condiments)
7. Upon entering the office,
the secretary to inform the
student that he/she might need
to wait and be seated on the
couch before being allowed to
use the bathroom, or visiting
with the nurse or principal.
8. Throughout the recess
period, the supervisors call out
directions and instructions to
the students. Tania would
need to be able to act upon
those directions within a few
seconds to refrain from sitting
out.
9. At any point in time, an
employee might mention that
they are being too loud, and to
please quiet down.
At school, home, and in the
community, when verbally
1. SPED Classroom
2. Office/Faculty Bathroom
1. Calendar time is beginning
to be utilized more in the
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prompted, Tania will verbally
state her full name, address,
and phone number (initiating
within 4 seconds) within a 15
second time frame. Mastery is
obtained when Tania scores
16/16 on the rubric within the
time restrictions 12
consecutive times.
3. Playground/Parking Lot
4. Urbana Free Library
mornings as the students come
in from the bus. One part of
this instruction time could be
devoted to learning addresses
and phone numbers.
2. If the student were to
require a call home about an
injury or sickness, the student
could identify her contact
information to the secretary
instead of having her look it
up in the directory.
3. If the student were to
become injured, she would
have to tell the supervisor her
full name so the nurse would
know how to treat it (if
medications require specific
conditions etc.)
4. If the student were to lose
her library card, she would
have to provide this
information in order to obtain
a new one
After voiding on the toilet in
the faculty bathroom, Tania
will independently wipe
herself (getting clean toilet
paper for each wipe) until the
paper reveals no feces or
urine. Mastery is obtained
when Tania scores a 10/10 on
the rubric 15 consecutive
times.
1. Bathroom
2. Office/Faculty Bathroom
3. Urbana Free Library
1/2/3. Using the bathroom to
void
Whenever Tania is at a
community location where the
location of the bathroom is
unknown, she will walk to the
nearest employee and verbally
ask where the restroom is
located. Mastery will occur
when Tania scores a 14/15 on
the rubric 15 consecutive
times.
1.Gen Ed Classroom
2.SPED Classroom
3. Office/Faculty Bathroom
4. Urbana Free Library
1/2. If the student needs to use
the bathroom during her
inclusion time, she can
simulate asking an adult where
the bathroom is after she
identifies that she needs to use
one.
3. The student needs to ask
permission to use the faculty
bathroom before going back
there, so it presents the perfect
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opportunity to ask where it is
located.
4.The student should ask an
employee where the bathroom
is if she does not know
Step 6: Provide a Rationale for Your Recommendations
The following ten settings were recommended for instruction out of the eleven chosen for
inventories: the general education classroom, the special education classroom, the art room,
music room, hallway, office, lunchroom/gym, bathroom, playground/parking lot, and the Urbana
Free Library. Each of these settings addressed multiple objectives (the Library addressed all of
them). Since all of the settings recommended, minus the Library, are on the school property,
their respective objectives could be met every single day, multiple times per day. Though the
Library was not on school property, it is on the bus route, and would only take a ten minute ride.
Since all of the students in Tania‟s class have DASH passes, it would not be inconvenient to take
a weekly or fortnightly trip to the library instead of having Fun Friday (it also wouldn‟t cost the
school any extra money). The trip would be well worth while, as all of Tania‟s objectives could
be met. The student in question is also very flexible in her learning characteristics. She
definitely prefers to be social and have individual attention, and those needs can be met in the
majority of the settings. In the few settings where they can‟t be met, other characteristics are met
that would balance out the equation enough where it would still be beneficial to the student.
The activities presented in these environments are meaningful to the student. Though
some of them may be staged (setting up a concert in the classroom, or pretending to be lost),
there is no other way to address these objectives without taking expensive field trips on a regular
basis. Not to mention, you would not actually want your student to become lost (it is just one of
those skills where you use the „train and hope‟ method). If you taught that skill using a cognitive
strategy, chances are they‟d be able to generalize it to other community settings. The
skills/activities identified as a means to address the objectives are also activities that would occur
naturally on a regular basis within the school walls (or immediate surrounding area). They
would not be out of the ordinary tasks and wouldn‟t draw any extra negative attention towards
the student or cause her to be uncomfortable in any way.
The only setting not recommended for instruction was the Wal-Mart in Urbana. Though
this site is also on a bus route, it would take substantially longer to get there, and take away from
the academic instruction. Not to mention, the adaptations that would need to be made to the
environment are unreasonable to ask. The activities that the student would participate in order to
reach her objectives would not be age appropriate or meaningful to her at this particular time.
They are rather activities that might be addressed/used in her future environment at the middle or
high schools. The environment, being a super store, is also a little too large for comfort. If a
student actually were to become lost, it would be a much bigger ordeal than at the library or
school setting.
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General Education Classroom Inventory
Day/Time: Morning, 8:40-9:00am
Method of Data Collection: Observation, Interview
1. Draw a picture of the classroom layout
2. Is the physical environment accessible? If not, what changes are necessary? Are they
reasonable?
a. The classroom is perfectly accessible as the student has no physical disabilities.
The counter in the middle of the room is a little wide and the student might not be
able to reach something placed in the middle of it. To avoid this, any objects
placed on the counter should be placed on the edges. The calendar board (which
is interactive for the students) might be a little too high for the student to reach the
top of it, but a simple step stool could be placed there to fix that. Other than that,
there are no physical barriers that would inhibit instruction. All of the shelving is
at an appropriate height.
3. List the general classroom routine
a. The classroom routine changes from day to day, but the schedule is posted on the
whiteboard by the calendar wall. At the beginning of the day, students walk in
and work on the daily journal assignment, then head over for calendar time
(which incorporates math and science through place values, money, and the
weather). After this, it is usually language arts or math. For math, the students
start off at their desks with the teacher at the chalkboard. Then there is individual
work at their desks (on worksheets) while the teacher walks around to help.
During this independent work time, the teacher may take a few students over to
her group table for additional instruction. At the end, the students move over to
the whiteboard for a group discussion if there is time. Before the next activity is
scheduled to begin. The routine is basically the same for language arts as well.
4. What IEP objectives could be addressed in this environment?
a. Waiting in line: after her inclusion time is done in the classroom, the student is
required to line up at the door with her SPED classmates before exiting the room.
b. following directions: during calendar time, and instructional time, the student is
required to follow any directions given to her by the general education teacher
(about the content) or from the aide (about behaviors such as sitting criss cross
applesauce, or putting books back on the shelves after reading).
c. Placing objects in their appropriate places: the student enters the room prior to
calendar time and has the opportunity to read books from the class shelf. She will
need to place the book back in its proper location before instruction starts. Also,
during math instruction etc., the student needs to be able to place her
pencils/crayons etc. back in the box after using them.
d. Asking where the bathroom is: if the student needs to use the bathroom during her
inclusion time, she can simulate asking an adult where the bathroom is after she
identifies that she needs to use one.
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5. How are students grouped for instruction?
a. The class is usually together for the main instruction. Once that is finished, they
break off to work independently or in pairs (usually independently). A small
group of no more than five students may be pulled away to work with the general
education teacher at any point during independent work time.
6. Describe the teaching style and method of classroom management?
a. Her classroom management is similar to a card turn system. There are a series of
colored cards (white, red, blue, pink, yellow, green, purple etc.). When a student
demonstrates a negative behavior that the teacher notes worthy for a card turn, the
student is responsible for going over and turning the card. Each color symbolizes
a specific consequence such as one minute of no talking, lost time from recess, a
call home, a trip to the office etc. For the most part, the teacher supplies warnings
and choices to the students so they can avoid turning cards. The teacher tries to
vary her teaching style throughout the week to keep the students engaged. She
does a lot of group instruction that lasts for no more than 10 minutes, then
switches between independent work, partner work, or small group work.
7. What is the classroom climate like?
a. The classroom climate is very positive. The teacher makes sure to notice and
praise appropriate behaviors, and if a student is having a rough day, she is sure to
give them a little extra attention to prevent any potential negative behaviors. As
multiple students with disabilities visit the classroom throughout the day, the
general education students are used to interacting appropriately with them and no
stigmatizing or negative attention would take place.
8. Does this setting match the learning characteristics and preferences of the student?
a. Tania prefers to have a special invitation to participate in learning activities. The
general education teacher does a good job of asking students to come join her on
the floor for calendar time, and tries to give one-one time to each student during
the independent work time. However, I believe that Tania would do the best if
she were to join the support group (the small group the teacher pulls to the side)
as often as possible so she may have added time with the teacher where she might
receive more attention. Activities are never more than 20 minutes in length so the
time would not be an issue for the student. During group instruction, there are
frequent opportunities to discuss and talk with neighbors so she would excel
during those times.
9. Would you recommend this setting for instruction?
a. I would recommend this setting for instruction because it addresses multiple IEP
objectives, presents zero physical barriers, is not overly stimulating, and matches
up very well with her instructional needs. The classroom management system is
also similar to the one used in her classroom so it could be carried over very
easily.
Treven 17
Special Education Classroom Inventory
Day/Time: 9:30-10:00
Method of Data Collection: Observation
1. Draw a picture of the classroom layout
2. Is the physical environment accessible? If not, what changes are necessary? Are they
reasonable?
a. The classroom is perfectly accessible as the student has no physical disabilities.
Some of the shelving units are a little high, but all the supplies the student would
need are on the lower shelves or the cabinets. The sink in the classroom is a little
too high for her to reach without a struggle, but that could be addressed with a
step stool placed in front of the counter.
3. List the general classroom routine
a. For the period of time I observed, the students started off in their desks in front of
the board where the teacher modeled the math activity/worksheet. The students
were then broken up into groups of 3 and traveled between different stations.
During this time, individual students were separated from their groups to work
individually with the teacher or student teacher on their objectives. The daily
class routine is posted on the board every day.
4. What IEP objectives could be addressed in this environment?
a. Waiting in line: before the students leave the classroom for fine arts, lunch, recess
etc., they are required to line up at the door. This presents multiple opportunities
each day to work on this skill.
b. Following directions: during each activity (math worksheets, snack time, phonics,
etc.), students listen to the verbal directions of the teacher/aide before starting
anything. This also provides multiple opportunities each day.
c. Placing objects in their appropriate places: All supplies that the student uses
throughout the day has a specific place in the classroom (whether in their desk, on
a shelf etc.). The student must be able to locate the item and after using it, place it
back in its location to keep the room tidy. This occurs when students take/put
back their boxes for enrichment, when they must put assignments in folders to
take home, and when they put writing utensils back in their desks (among others).
d. Asking where the bathroom is: if the student needs to use the bathroom during
inclusion, she can simulate asking an adult where the bathroom is after she
identifies that she needs to use one.
e. Asking for help if lost: the teacher can simulate an environment at a ballpark or
concert etc. and have the student look for employees (aides or other staff member
that could stop in to help with the activity) and ask for help locating her parents.
f. Washing hands: before snack in the afternoon, before going to lunch, and after
any messy activity involving glue, the student may use the sink in the classroom
to wash her hands.
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g. Stating her name, address, and phone number: Calendar time is beginning to be
utilized more in the mornings as the students come in from the bus. One part of
this instruction time could be devoted to learning addresses and phone numbers.
It‟s been used in this way in other special education classrooms with success and
ease. During the simulated activity of being lost, the student could also practice
stating her name, address, and phone number in a conversation with the
“employee”.
h. Choosing the healthy meal option: During snack, the teacher can present two to
three options instead of one, and work with Tania to choose the healthiest.
5. How are students grouped for instruction?
a. The class is usually together for the main instruction, though because the class is
small it seems more like group instruction. Once that is finished, they break off
into smaller groups (as described in question 3) to receive more attention and
support from the classroom aides while working on the activity (usually a series
of worksheets). Each station has a different theme (addition, money,
multiplication).
6. Describe the teaching style and method of classroom management?
a. Her classroom management is similar to a card turn system. There are a series of
colored cards (purple, blue, green, yellow, orange, red, white) that are lined up
like a rainbow on the door of an upright cabinet (it looks like a rainbow with each
color as a flap; purple is the best, white is the worst in terms of behaviors). All
students start out with paper clips on the green card. As students demonstrate
negative or inappropriate behaviors, the student is asked to move his/her clip to
the next color on the rainbow. Each symbolizes a specific consequence such as
lost time from recess (5, 10, or all), or a trip to the office. If the student is caught
doing something good, they first receive a sticker, and then (if caught again) get a
good note sent home to the family.
b. The teacher tries to vary her teaching style throughout the week to keep the
students engaged. She does a lot of group instruction that models the activity that
the students will later take part in. This usually takes five to ten minutes. After
wards, most work is done through stations/centers in groups of two to three
(though students work independently within these groups).
7. What is the classroom climate like?
a. The classroom climate is very positive and models a cooperative learning
environment. Students are able to reach out to anyone in the class for help, and
each has their own support systems that are implemented. The teacher makes
sure to notice and praise appropriate behaviors and constantly hands out verbal
praise. The class consists of only students with disabilities, so each student is
accepted by others (including adults).
8. Does this setting match the learning characteristics and preferences of the student?
a. This setting matches Tania‟s learning preferences perfectly. During the centers,
she receives the special invitation to work on her academics from the aides, has
Treven 19
multiple opportunities to talk with her friends, and all of the activities are
relatively short in duration so there‟s no risk of her losing focus easily. There is
constant movement of the students around the classroom since many activities are
set up at stations (student must move from one station to the next), and since noise
does not bother Tania, the talking at the various stations wouldn‟t hinder her work
either.
9. Would you recommend this setting for instruction?
a. I would recommend this setting for instruction because it addresses eight different
IEP objectives identified from the Yellow Book. It is a very stimulating
environment which suits her personality and work ethic, does not present any
physical barriers, and matches perfectly with her instructional needs.
Treven 20
Art Education Classroom Inventory
Day/Time: Morning, 10:15-10:45
Method of Data Collection: Observation
1. Draw a picture of the classroom layout
2. Is the physical environment accessible? If not, what changes are necessary? Are they
reasonable?
a. The classroom is perfectly accessible as the student has no physical disabilities.
Many of the supplies are stored on high shelving units, or behind stacks of boxes,
but the supplies needed for the day‟s project are placed on the long table where
the students work. After the project is finished, two barriers are presented. Like
the other classrooms, the sink is a little too high for Tania, but could be fixed with
a simple step stool. Also, if time permits at the end of the lesson/project, the
students are able to play with puzzles. These puzzles are kept on a rack that is on
top of a counter, and therefore too high for many students to reach. It could be
fixed with another step stool, or the puzzles could be brought out onto one of the
spare tables.
3. List the general classroom routine
a. As the students come in from the hallway, they sit on the floor in the middle of
the room. The teacher reads a story, and then demonstrates the project for the
day. If the project is too complicated, the story is skipped to allow for more time.
The students all work at the same long table (they each have their specific spot at
the table) till they have finished the project and met the teacher‟s expectations.
They then wash their hands at the sink in the corner of the room, and either play
with puzzles, play dough, or line up by the door to leave.
4. What IEP objectives could be addressed in this environment?
a. Waiting in line: after class is done the student is required to line up at the door
with her SPED classmates before exiting the room.
b. Following directions: after the book has been read, the student must listen to the
teacher as she explains how to complete the activity. While the student is
working on the activity/project, the teacher walks around and gives individual
instruction/directions.
c. Placing objects in their appropriate places: during the project, there are various
supplies the student uses such as glue, crayons, pencils, scissors etc. Each tool
has a specific spot in the community boxes that line the table. After the student is
done using one, they must put it back properly before they are allowed to take
another tool (offering multiple opportunities to practice each day).
d. Washing hands: After particularly messy projects (using glue, paint, etc.) the
students take turns waiting in line to wash their hands at the classroom sink
located in the south east corner of the room. This usually occurs every day.
e. Manipulating buttons/snaps: for projects that require paint of any kind, or ink,
students are required to put on a smock. Some smocks have buttons, and others
have snaps. They are usually used multiple times per week, and the student
Treven 21
would have to be able to put it on, and take it off (manipulating snaps etc twice
per day).
5. How are students grouped for instruction?
a. The class is seated together for the story and demo of the craft. Afterwards, they
are at the same table, but work individually with assistance from the teacher and
the aides.
6. Describe the teaching style and method of classroom management?
a. Classroom management is strictly verbal. She verbally corrects any negative
behaviors she sees, and praises good behavior. If completely inappropriate
behaviors occur, the aides take the students aside and tell them that they will
move their clothes pin to the next color when they get back to the self-contained
classroom.
b. The teacher sticks to the same format of teaching each day. She tries to organize
the projects in steps so that something new to do is introduced to the student about
every five minutes or so (this could be switching from gluing, to using crayons
etc.).
7. What is the classroom climate like?
a. The classroom climate is very positive. The teacher makes sure to notice and
praise appropriate behaviors, and if a student is having a rough day, she is sure to
give them a little extra attention to prevent any potential negative behaviors. As
all the students in the art class at that particular time are students with disabilities,
everyone is accepted without question, and students have the chance to socialize
with each other while they complete the project (and afterwards if there is time at
the end).
8. Does this setting match the learning characteristics and preferences of the student?
a. This setting does match Tania‟s instructional needs. The activity is broken into
smaller sections so something new is introduced before she becomes bored with
it. There are frequent opportunities to socialize with her peers, and because the
class size is small, she receives lots of individual attention throughout the project.
Since she also likes doing things with her hands, this setting is perfect for her.
Also, the teacher calls the students individually to move to the table to start the
projects, so that would suffice as her special invitation.
9. Would you recommend this setting for instruction?
a. I would recommend this setting for instruction because it addresses multiple IEP
objectives, presents few physical barriers which can be addressed reasonably,
fostered socialization and hands on activities, as well as the special invitation to
work. The activities are short in nature due to the class structure, and it is a
subject that the student enjoys immensely.
Treven 22
Music Education Classroom Inventory
Day/Time: Morning, 10:15-10:45
Method of Data Collection: Observation
1. Draw a picture of the classroom layout
2. Is the physical environment accessible? If not, what changes are necessary? Are they
reasonable?
a. The classroom is perfectly accessible as the student has no physical disabilities.
The student is not responsible for retrieving any supplies, the teacher gives the
necessary tools to the students individually (as he just changed classrooms and
doesn‟t have an organized spot for everything as of yet. It is an open floor plan as
the students sit on the floor next to the piano, and are sometimes required to
walk/gallop around the room for particular activities. The sink in the corner of
the room already has a step stool from the previous teacher, so that takes care of
the height issue for the student.
3. List the general classroom routine
a. As the students come in from the hallway, they sit on the floor in the middle of
the room. They sing their “Hello” song, and then the instruction begins.
Instruction usually consists of singing various songs (with guitar or piano
accompaniment) with breaks that involve active learning through physical activity
(clapping, walking/galloping, using rhythm sticks or maracas). After instruction,
they sing their “Goodbye” song, and line up to leave the room.
4. What IEP objectives could be addressed in this environment?
a. Waiting in line: after class is done the student is required to line up at the door
with her SPED classmates before exiting the room.
b. Following directions: Every five minutes or so, the teacher instigates a new
activity (whether it be a new song to sing, or physical activity to support the
lesson). Students are prompted to listen to the directions before making any
moves, and are then expected to respond in a prompt fashion (within 5 seconds or
so).
c. Being lost and asking for help: since the teacher is now located in a different
room, the opportunity arises for a simulated setting of being lost. When
instruction is over, Tania could be instructed to ask an adult for help saying that
she doesn‟t know where she is and to please help her find her class/classroom.
This could happen a couple times a week for a few weeks.
d. Washing hands: After using rhythm sticks and maracas, the students could be
asked to use the sink to wash their hands (in order to prevent the spreading of
germs from touching tools that all other students in the school have touched).
This opportunity would be presented multiple times per week.
5. How are students grouped for instruction?
Treven 23
a. The class is seated together for every aspect of instruction. However, during
particular songs, there are times where the teacher gives individual attention to
each student for a few seconds at a time.
6. Describe the teaching style and method of classroom management?
a. Classroom management is strictly verbal. He verbally corrects any negative
behaviors he sees, and usually only praises correct answers. He tends to draw
unnecessary attention to students not following directions, or those who are
unable to meet his predetermined expectations (saying things like, “it‟s not that
hard to understand… etc.”).
b. The teacher sticks to the same format of teaching each day. While the content
might be a little different or new for the students, the format of instruction, using
familiar songs as an example to prove the lessons point, and repeating this
process, stays the same from day to day.
7. What is the classroom climate like?
a. The classroom climate is positive and upbeat. While the instructor does tend to
focus a little too much on negative behaviors, he is still very accepting of all the
students regardless of their disability. Throughout the year, he has created a
special bond with each individual student.
8. Does this setting match the learning characteristics and preferences of the student?
a. This setting does match Tania‟s instructional needs. The activity is broken into
smaller sections so something new is introduced before she becomes bored with
it. There are frequent opportunities to socialize with her peers (through certain
songs usually song on a frequent basis). Some of the songs also allow her to
receive individual attention from the teacher, even though it may only be for a
few seconds at a time. For some of the physical activities, the teacher invites each
student to stand up to get ready, meeting Tania‟s special invitation desire.
Singing and dancing is one of her favorite things to do, so this class is the perfect
match for her.
9. Would you recommend this setting for instruction?
I would recommend this setting for instruction because it addresses multiple IEP objectives,
presents zero physical barriers, fosters socialization and hands on activities, as well as a special
invitation to work. The activities are short in nature due to the class structure, and it is a subject
that the student enjoys in and out of the school building.
Treven 24
School Hallway Inventory
Day/Time: Morning, 10:15-10:45
Method of Data Collection: Observation
1. Draw a picture of the classroom layout
2. Is the physical environment accessible? If not, what changes are necessary? Are they
reasonable?
a. The hallway has zero physical barriers that would interfere with the student‟s
instruction. They are wide enough to avoid unnecessary rough housing, and the
students are already expected to walk on the right side of the hallway to eliminate
accidents/confusion. The hooks for backpacks and coats are low enough for the
student to reach, and the shelves above the hooks are at an appropriate height as
well. If one of the doors were to become closed, she might need a little help
opening it (they are heavy), but they are always secured in the open position
during the school day.
3. List the general classroom routine
a. In the hallway, the students have two different routines. The first is getting out of
coats/hanging up book bags etc at the beginning of school (and then again at the
end of school), and walking quietly following school rules during the day to and
from different classes.
4. What IEP objectives could be addressed in this environment?
a. Waiting in line: On the way to fine arts and lunch, the class usually stops at the
bathroom. After using the facilities, the class is required to find their place in line
and wait until they make their way to their destination.
b. Following directions: Right before using the restroom, or entering another
classroom, the students are usually stopped before the door, and given verbal
directions to follow (go to the bathroom and wash your hands, find a seat on the
floor and sit criss cross applesauce etc.).
c. Manipulating buttons/snaps: Upon entering and exiting the building (before/after
school, for recess, and for field trips), Tania would be required to manipulate any
fastening devices on her coat and shoes (could include buttons, zippers and ties).
d. Being lost and asking for help: After getting off the bus, a simulated environment
of being lost could occur. Tania would then have to ask an adult/staff member in
the hallway for help finding her classroom.
e. Putting things back in their place: Students need to hand their coats and
backpacks up on the proper hooks each morning and after recess.
5. How are students grouped for instruction?
a. The class is arranged in a single file line for any instruction that usually occurs in
this setting. If they are putting on/taking off articles of clothing, they are lined up
next to the hallway in front of their “personal” hook.
6. Describe the teaching style and method of classroom management?
Treven 25
a. Classroom management is the same as the one used in the Special Education Self-
Contained classroom. As that teacher is in charge of the students in the hallway,
that system of classroom management is carried over. If completely inappropriate
behaviors occur, the aides take the students aside and tell them that they will
move their clothes pin to the next color when they get back to the self-contained
classroom.
b. Right now the teaching style is to verbally state the expectations for hallway
behavior before leaving the classroom, then implement the classroom
management system while in the hallway. No instruction currently takes place
here.
7. What is the classroom climate like?
a. The hallways support a positive atmosphere. Students with disabilities, because
of inclusion programs throughout the day, have friends from general education
classrooms and therefore are not stigmatized in any way while in this
environment. The teachers at the building are also very accepting of students with
disabilities, and often praise them for good hallway behavior.
8. Does this setting match the learning characteristics and preferences of the student?
a. As of right now, this question doesn‟t really apply as no instruction currently
takes place. However, it does meet some of her learning styles. There are
opportunities to socialize with friends (before and after school), she‟d have the
ability to move around, and if instruction were to take place, she would receive
one on one attention from a teacher/aide.
9. Would you recommend this setting for instruction?
I would recommend this setting for instruction because it addresses multiple IEP objectives, and
presents zero physical barriers. The student would be able to socialize with friends, would
receive individual attention if instruction was to take place here, and instruction by nature would
be short in duration.
Treven 26
School Lunchroom/Gym Inventory
Day/Time: Morning, 9:00-9:30, 11:15-11:45
Method of Data Collection: Observation
1. Draw a picture of the classroom layout
2. Is the physical environment accessible? If not, what changes are necessary? Are they
reasonable?
a. Gym is perfectly accessible as there are no pieces of furniture in this setting
during that time. Any supplies the students might use are brought out by the
teacher from the supply closet.
b. The lunchroom is also accessible. The tables are placed far enough apart so
students can walk between them easily, the trashcans are short enough so students
can throw out their own trash, and the counters where hot lunch is served are
specially made to be short enough for elementary aged students.
3. List the general classroom routine
a. During gym, the students walk in and are expected to sit on the floor in the middle
of the gym. The teacher gets out the necessary supplies for the day‟s activity and
gives basic instructions while the students are still sitting down. They then have
organized chaos where the students try to follow directions, and the teachers/aides
make their way between students giving them each individual time. At the end of
the period, students return their materials/supplies to the proper buckets in the
middle of the room for the teacher to put away, and line up to leave.
b. During lunch, the students walk in single file and wait in line to receive their hot
lunch. After choosing their meal option and checking out (by handing in their
lunch card) they walk to their assigned table and eat/socialize. They then walk
single file to their classroom after finishing their meal and throwing away their
garbage.
4. What IEP objectives could be addressed in this environment?
a. Waiting in line: Students are required to find their place in line at the culmination
of gym class, and also must wait in line to receive their food for lunch.
b. Following directions: During gym, the teacher gives directions for the day‟s
activity that the students are expected to follow. During lunch, the lunch
attendants give students verbal directions on what types of food they can choose
(one main meal, two sides, one drink, and two condiments). As students are
finishing their meal, aides give directions on how to dispose of their trash, and
where to line up to return to the classroom.
c. Being lost and asking for help: After eating lunch, a simulated environment of
being lost could occur. Tania would then have to ask an adult/staff member in the
lunch room for help finding her classroom.
d. Catching a ball: During gym, an activity of catch could be assigned (basketball,
beanbag toss, dodge ball, baseball etc.)
e. Putting things back where they belong: Students are required to put all objects
used in gym back in their appropriate buckets in the center of the room after using
Treven 27
them. The teacher could also assign a student to be the helper for the week and
help her put the buckets back in the storage closet.
f. Choosing the healthy meal: Each day, students get the choice between three
meals (2 hot and 1 cold). While waiting in line, or as her turn arrives, she must
choose which meal option she would like to eat that day.
5. How are students grouped for instruction?
a. For gym, the students are taught as one large group. Individual attention may be
given during the course of the activity, but never more than a few minutes at a
time.
b. During lunch, no instruction currently takes place. Directions are usually given
individually as students finish their meals at different times and have different
needs.
6. Describe the teaching style and method of classroom management?
a. Classroom management is the same as the one used in the Special Education Self-
Contained classroom. As that teacher is in charge of the students in the lunch
room/gym, that system of classroom management is carried over. If completely
inappropriate behaviors occur, the aides take the students aside and tell them that
they will move their clothes pin to the next color when they get back to the self-
contained classroom.
b. Right now the teaching style is to verbally state the expectations for food clean up
and waiting in line to receive their food. No instruction currently takes place here
when it serves as a lunch room. During gym, the teaching style is large group
based and stays the same from day to day.
7. What is the classroom climate like?
a. The gym has a very positive classroom environment as it is the same students and
staff from the self-contained room. There are a lot less distractions as the
environment is less visually stimulating. Students with disabilities are accepted by
their peers and instructors.
b. The lunchroom is also a positive environment for students with disabilities. They
have friends in the general education classes and get a chance to socialize with
them for a few minutes. As was for the hallway environment, is the same here.
Students are accepted by their peers and other staff members.
8. Does this setting match the learning characteristics and preferences of the student?
a. This environment matches some of Tania‟s learning needs. Since noise is not a
distraction for her, she would be able to focus in gym, and the physical activity
matches her desire to move around. She would not receive a special invitation to
participate, but throughout the course of the period, she would at some point
receive individual attention (if a skill was being learned as opposed to playing a
group game). Since the period is only 30 minutes in length, instruction and game
time are broken up into appropriate learning durations to match Tania‟s needs.
She would also be able to socialize with friends.
Treven 28
9. Would you recommend this setting for instruction?
While Tania would not receive very much individual attention/instruction, I would still
recommend this setting (as a gym). It is important that Tania become aware that she will not
always be able to receive individual attention from teachers to do work, and that in middle
school (her future environment) she will need to be able to start assignments/activities on her
own in order to keep up with the course work. As a lunchroom, I would also recommend this
setting for the same reasons. Not to mention, both environments would allow her to socialize
with her peers which would help address other skills identified on her Yellow Book (but not
addressed here).
Treven 29
School Bathroom Inventory
Location: School Hallway
Time: at various points throughout the day for 5 minutes apiece
1. Draw a picture of the physical layout of the setting
2. What, if any, unusual characteristics are present in the setting?
a. There are no unusual characteristics in this public bathroom.
3. Is it physically accessible for the student?
a. The setting is physically accessible for the student. The toilets and sinks are at an
appropriate height, as well as the soap dispensers, and paper towel dispensers.
The paper towel dispensers are also motion activated.
4. What are the sub environments, and what IEP objectives could be met in each sub-
environment?
a. Toilet stall:
i. Wiping after voiding: using the bathroom to void
ii. Manipulating buttons/snaps/fasteners: the student would be required to
properly pull her pants down and up while manipulating zippers, snaps,
and buttons on her own.
b. Sink:
i. Washing hands: after voiding, or before going to lunch, the students wash
their hands to prevent spreading germs.
5. Were employees/staff members easily sighted?
a. Staff members either wait right outside the door, or about five feet inside the door.
They are easily sighted due to the height discrepancy.
6. Were employees/staff members available for assistance?
a. Staff members (usually the teacher or aides) are always available for assistance.
They wait close to the door to better hear if a student calls for help (as well as to
monitor appropriate behaviors which are dealt with according to the self-
contained classroom management system).
7. Describe the climate of the setting?
a. The climate of the setting is neutral. Staff members try to be positive, but since
they attempt to steer clear of the bathroom, it is hard to truly maintain a positive
atmosphere (the smell doesn‟t help either). Students are accepting of one another,
though a few general education students give off strange looks when they see an
adult enter the stall with a student.
8. Are there any safety concerns?
a. If there was a water spill on the floor, it is possible that Tania could slip or fall. It
is also more likely for her to have direct contact with germs from other students
(highlighting the importance of quality hand washing).
Treven 30
9. Does the setting match the learning characteristics of the student?
a. Since it would be inappropriate to make toileting instruction a group/social
activity, this environment would meet Tania‟s learning style. She would receive
one on one instruction which is what she thrives on. It might be more suited to
her needs if music could be played in the background (this would draw less
attention to what she and the teacher/aide were talking about/doing), it would
suffice none the less.
10. Would you recommend this setting for instruction?
a. Though I disagree with instructing toileting skills in a public place, I would still
recommend this setting for various reasons. It addresses three very important
objectives, and multiple natural opportunities would occur throughout the day.
Also, there are plenty of times when the bathroom is empty and toileting
instruction could take place then. During other times when the bathroom is
occupied, only hand washing instruction could take place here.
Treven 31
Faculty Bathroom/School Office Inventory
Location: School Office
Time: morning, 7:55-8:05
1. Draw a picture of the physical layout of the setting
2. What, if any, unusual characteristics are present in the setting?
a. Because the location of the private bathroom is in the school office, there are
multiple unusual characteristics: the principal‟s office, a conference room, the
secretary‟s desk, the nurse‟s office, mail boxes, and storage closets. These would
be unusual for a bathroom environment, but the student would be used to them as
part of the school office.
3. Is it physically accessible for the student?
a. The physical bathroom setting is physically accessible for the student save for one
potential problem which can be easily addressed. The toilet is low enough for the
student to access but the toilet paper is too far away for the student to reach easily.
This can be addressed by placing a spare role on the storage rack next to the toilet.
b. In the office, there is one other barrier. The student should ask for permission to
use the bathroom before going back to do so. However, the desk is too high for
the student to see over. This could be addressed by allowing the student to walk
to the side of the desk to ask permission. If that is not possible, asking the
secretary to remove the barrier would not be reasonable.
4. What are the sub environments, and what IEP objectives could be met in each sub-
environment?
a. Bathroom:
i. Wiping after voiding: using the bathroom to void
ii. Manipulating buttons/snaps/fasteners: the student would be required to
properly pull her pants down and up while manipulating zippers, snaps,
and buttons on her own.
iii. Washing hands: after voiding the students wash their hands to prevent
spreading germs.
b. Gathering Area/Secretary‟s Desk:
i. Asking where the bathroom is: The student needs to ask permission to use
the faculty bathroom before going back there, so it presents the perfect
opportunity to ask where it is located.
ii. Asking for help if lost: After using the bathroom, visiting the nurse,
attending a conference, or visiting with the principal, the student can ask
the secretary for help finding her classroom (as if she were lost).
iii. Identifying name, address, phone number: If the student were to require a
call home about an injury or sickness, the student could identify her
contact information to the secretary instead of having her look it up in the
directory.
iv. Following Directions: Upon entering the office, the secretary to inform
the student that he/she might need to wait and be seated on the couch
Treven 32
before being allowed to use the bathroom, or visiting with the nurse or
principal.
c. Nurse‟s Office:
i. Identifying name, address, phone number: If the student were to require a
call home about an injury or sickness, the student could identify her
contact information to the secretary instead of having her look it up in the
directory.
ii. Washing hands: after voiding, or before/after taking medication for an
injury etc., the students can wash their hands to prevent spreading germs.
iii. Following Directions: The nurse would provide Tania
instruction/directions on how to take medication, or how to treat wounds.
d. Principal‟s Office:
i. Identifying name, address, phone number: If the student were to require a
call home about an injury or sickness, the student could identify her
contact information to the secretary instead of having her look it up in the
directory.
ii. Following Directions: The principal would provide Tania with a task to
perform after being sent to the office for bad behavior.
5. Were employees/staff members easily sighted?
a. Yes, staff members all wear name tags with pictures on them, and are usually
stationed at their appropriate sub-environment.
6. Were employees/staff members available for assistance?
a. Employees/staff members are not always available for assistance. The principal is
not easily sighted from the entry way, the secretary is often on the phone, and the
nurse is usually with another student.
7. Describe the climate of the setting?
a. The climate of the setting is hectic. Staff members are running back and forth
picking up their mail, the secretary is torn between answering the phone,
unlocking the outside door for visitors, and answering questions of those who
come in, and the nurse is always busy treating some sort of wound or illness.
Attitude wise, it is neutral; some students are in there for discipline referrals,
others are there to receive rewards for positive behaviors. Students with
disabilities would be accepted by their peers and other staff members, but not as
upbeat as usual given the frantic nature of the setting.
8. Are there any safety concerns?
a. In the faculty bathroom, if water was to be spilled on the floor, Tania could slip
and fall. Germs on the faucets would also be a concern, but not as much as in the
hallway bathroom.
9. Does the setting match the learning characteristics of the student?
a. This setting does match the students learning characteristics. Since she would
have to ask permission to use the bathroom, it would serve as her special
Treven 33
invitation to work. She would receive private instruction in a private setting.
While waiting to use the bathroom, she would have the option of socializing with
other peers in the office at the time, and the noise from staff members and the
phone would not bother her.
10. Would you recommend this setting for instruction?
a. I would recommend this setting for instruction based on the multitude of
objectives that could be met here, and the authenticity in which those objectives
could be met (even though some might still be simulated). It matches her learning
characteristics, and if implemented properly, her classmates might not even notice
that she was using the faculty bathroom for her toilet instruction needs.
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Playground/Parking Lot Inventory
Location: School, outside
Time: morning, 7:45-7:55, 11:30-11:50
1. Draw a picture of the physical layout of the setting
2. What, if any, unusual characteristics are present in the setting?
a. For this particular environment, there is only one unusual characteristic. Part of
the parking lot wraps around the school, and causes the students to cross a
driveway in order to get from the school to the playground etc.
3. Is it physically accessible for the student?
a. The outside is physically accessible for the student as she has no physical
disabilities. All of the playground equipment was built for elementary students so
height etc. is not an issue. The jungle, gyms, the sea-saw, and the swings are all
spread far apart to minimize potential injuries/accidents.
b. The parking lot is accessible to the student. There are no barriers that would
inhibit instruction or activity.
4. What are the sub environments, and what IEP objectives could be met in each sub-
environment?
a. Jungle Gym:
i. Waiting in line: The students must wait in a single file line to use the two
slides, the monkey bars, and the ladders.
ii. Manipulating buttons/snaps/fasteners: If the student‟s jacket were to open,
Tania would need to be able to zip/button it back up on her own.
iii. Asking for help if lost: After recess is over, the student could ask an adult
(recess supervisor) for help finding her way back to the building.
iv. Identifying name, address, phone number: If the student were to become
injured, she would have to tell the supervisor her full name so the nurse
would know how to treat it (if medications require specific conditions etc.)
v. Following Directions: Throughout the recess period, the supervisors call
out directions and instructions to the students. Tania would need to be
able to act upon those directions within a few seconds to refrain from
sitting out.
b. Swings:
i. Waiting in line: The student should be able to find her place at the end of
the line and wait there if she wants to use a swing.
ii. Asking for help if lost: After recess is over, the student could ask an adult
(recess supervisor) for help finding her way back to the building.
iii. Identifying name, address, phone number: If the student were to become
injured, she would have to tell the supervisor her full name so the nurse
would know how to treat it (if medications require specific conditions etc.)
iv. Following Directions: Throughout the recess period, the supervisors call
out directions and instructions to the students. Tania would need to be
Treven 35
able to act upon those directions within a few seconds to refrain from
sitting out.
v. Manipulating buttons/snaps/fasteners: If the student‟s jacket were to open,
Tania would need to be able to zip/button it back up on her own.
c. Blacktop:
i. Identifying name, address, phone number: If the student were to require a
call home about an injury or sickness, the student could identify her
contact information to the secretary instead of having her look it up in the
directory.
ii. Looking both ways: In order to get to the playground, students must first
cross the drive that wraps around the building (used by maintenance
vehicles etc.).
iii. Following Directions: Throughout the recess period, the supervisors call
out directions and instructions to the students. Tania would need to be
able to act upon those directions within a few seconds to refrain from
sitting out.
iv. Catching: Students may play with basketballs or softer balls. Tania and
another student could play a game of catch on the blacktop.
v. Waiting in line: Students must join their class line and wait patiently
before being called to enter the building for the remainder of class.
d. Bus Drop off-Pick up Area:
i. Looking both ways: As the students prepare to board/de-board the bus,
they should look both ways before stepping out onto the drive area to get
to the sidewalk.
ii. Following Directions: The bus driver tells the students when they are able
to board/de-board the bus.
e. Main parking lot:
i. Looking both ways: As the students prepare to board/de-board the bus,
they should look both ways before stepping out onto the drive area to get
to the sidewalk.
f. MTD Bus Stop area:
i. Looking both ways: As the students prepare to board/de-board the bus,
they should look both ways before stepping out onto the drive area to get
to the sidewalk.
ii. Following Directions: If the student were to ride the MTD, the bus driver
tells the students when they are able to board/de-board the bus. Also, if
the students were taking the MTD for a field trip, the teacher would be
with them and be giving out constant verbal instructions of what to do,
how to act/behave etc. Because of safety concerns, the students would
have to be able to respond immediately.
5. Were employees/staff members easily sighted?
a. Employees were wearing bright orange vests that are easily recognizable.
6. Were employees/staff members available for assistance?
Treven 36
a. Employees are always available for assistance, unless they were dealing with a
student on the time-out bench and giving them instructions (but that wouldn‟t be
more than a minute at a time).
7. Describe the climate of the setting?
a. The climate of this setting is positive. Students are able to run around, burn off
steam, and socialize with their friends. Students with and those without
disabilities often play together during this time. Many students with disabilities
are also invited on many of the general education field trips, so frequent
interaction occurs. Staff members are accepting of all students.
8. Are there any safety concerns?
a. The parking lot lines up next to a busy street which could be a hazard if not taken
into consideration when planning instruction. During the lunch hours, and before
and after school, the parking lot is pretty busy with cars. The playground has a
fence separating it from the street to address that issue. Other than a few scrapes
and bruises, there no safety concerns.
9. Does the setting match the learning characteristics of the student?
a. This setting does match the students learning characteristics. She would be able
to be active and socialize with her friends (often picking up on their social cues
for waiting in line etc.), and the lack of individual attention during this particular
period would not faze her. Instruction during this period would have to be kept
short to ensure that the student still had a recess to enjoy with her friends.
10. Would you recommend this setting for instruction?
a. I would recommend this setting for instruction based on the multitude of
objectives that could be met here, and the authenticity in which those objectives
could be met. Because no extra time should be taken away from her recess,
instruction would naturally be short, and the parking lot provides multiple
opportunities to instruct on safety in addition to basic parking lot crossing
techniques.
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Urbana Free Library Inventory
Location: Urbana Free Library
Time: afternoon, 12:00-12:45
1. Draw a picture of the physical layout of the setting
2. What, if any, unusual characteristics are present in the setting?
a. There are no unusual characteristics for this public library environment.
3. Is it physically accessible for the student?
a. The building is mostly accessible. All of the toilet seats, water fountains, sinks
(automatic), and most of the shelves were at an appropriate height. The main
circulation desk is too high for Tania to efficiently use, yet the other circulation
desks on the lower and upper floors were low enough for her to use adequately.
The shelves in the adult areas were too high, but these would not be sub
environments that Tania would frequent. All of the chairs/tables, and computer
stations were at an appropriate height, or had step stools available nearby. The
coffee shop counter was too high, and the menu did not have any pictures on it
(which would help Tania to make decisions). However, the fruit/snacks that she
would most likely choose from were clearly displayed in the counter at the perfect
level for her to use. In the movie area, there were binders on low tables that you
could flip through to find the DVD cover of the video you wanted. This is perfect
for Tania! In the children‟s section, since it was designed for children, everything
was accessible. The only thing I saw that could create a problem were the signs
indicating specific sections. Some of them were hidden by/behind books. I might
suggest to hang them from the ceiling, and possible add pictures to them in case
they are words Tania cannot read. That might be an unreasonable task, but
hanging them from the ceiling would not be.
b. The parking lot is accessible to the student. There are no barriers that would
inhibit instruction or activity.
4. What are the sub environments, and what IEP objectives could be met in each sub-
environment?
a. Children‟s Section:
i. Waiting in line: The students must find their place at the end of the line
and wait their turn to ask a question or check out at the circulation desk.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Following Directions: At any point in time, an employee might mention
that they are being too loud, and to please quiet down. Tania will need to
respond accordingly within a few seconds to avoid agitating the employee.
iv. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
v. Putting things back: If Tania were to take out a book to read, and then
decide she didn‟t want to check it out, she would have to be able to put it
back in the proper spot for the next patron.
Treven 38
b. Main Circulation Counter:
i. Waiting in line: The students must find their place at the end of the line
and wait their turn to ask a question or check out at the circulation desk.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
iv. Identifying name, address, phone number: If the student were to lose her
library card, she would have to provide this information in order to obtain
a new one (this might also be simulated).
v. Following Directions: At any point in time, an employee might mention
that they are being too loud, and to please quiet down. Tania will need to
respond accordingly within a few seconds to avoid agitating the employee.
She might also be given instructions on how/where to place books on the
circulation desk in order to be checked out.
c. Parking Lot:
i. Looking both ways: In order to get from the building to the car (or bus
stop if walking the long way) the student will need to cross a drive in
which cars pass.
ii. Following Directions: Tania would be accompanied by an adult that
would instruct her on when it was safe to cross, or where they needed to
walk to get to the bus stop/car.
d. Coffee Shop:
i. Choosing the Healthy Option: Tania might decide to purchase a snack
while at the library, and could be presented with three different options to
choose from the menu.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
iv. Waiting in line: The students must find their place at the end of the line
and wait their turn to order their snack/meal/drink.
e. Bathroom/Lobby:
i. Wiping: Upon arriving, or leaving, the student will use the bathroom
facilities and demonstrate proper wiping techniques.
ii. Hand Washing: Before/after eating a snack from the coffee shop, or after
using the restroom, Tania will wash her hands.
iii. Manipulating Buttons/Snaps/Fasteners: Upon entering/leaving the
building, the student will independently manipulate buttons/zippers/snaps,
to put on, or take off her coat.
f. Movie Area:
i. Putting things back: If Tania were to take out a DVD cover to show her
parents/aide, she would have to be able to put it back in the proper spot for
the next patron.
g. Auditorium:
Treven 39
i. Catch: If students are rambunctious, they might enter the auditorium, and
play a game of catch with a soft ball.
5. Were employees/staff members easily sighted?
a. Employees were wearing name tags and dressed in kakis and nice tops.
6. Were employees/staff members available for assistance?
a. On the first floor, there were ample employees available for assistance. On the
lower and upper levels, there were less employees, and those there were stationed
at the reference desks. However, they were available for assistance.
7. Describe the climate of the setting?
a. The climate of this setting is positive, conducive to learning (especially one on
one instruction), stimulating (posters, murals etc.), and quiet (or on the quieter
side). Staff seemed to accept everyone, but there might be a little judgment of
those with disabilities from other patrons.
8. Are there any safety concerns?
a. The parking lot lines up next to a busy street which could be a hazard if not taken
into consideration when planning instruction. However, inside the building there
are no safety concerns.
9. Does the setting match the learning characteristics of the student?
a. This setting does match the students learning characteristics. While she might act
shy around the people she doesn‟t know, it would provide the opportunity to work
on her socialization skills (even though that skill is not addressed here).
10. Would you recommend this setting for instruction?
a. I would recommend this setting for instruction based on the multitude of
objectives that could be met here, and the authenticity in which those objectives
could be met. While access to this environment might be limited through the
school (even though Tania would have a DASH pass to use the MTD with an
aide) to about once a week, it is an environment that the parents could take her to
on a regular basis and continue instruction there if they were properly trained on
the objectives and how to prompt her. It is also a setting that would improve her
self-advocacy skills (if she couldn‟t reach something). It is the perfect
environment for her to receive one on one instruction, and get that special
invitation to work. Because so many objectives could be met here, instruction
would not have to last that long on a single topic.
Treven 40
Wal-Mart Inventory
Location: Urbana
Time: afternoon, 12:00-1:00pm
1. Draw a picture of the physical layout of the setting
2. What, if any, unusual characteristics are present in the setting?
a. This is a super Wal-Mart, so it contains clothing, electronics, grocery, a Subway,
Optical Center etc.
3. Is it physically accessible for the student?
a. The building is physically accessible. However, many of the shelves are too high,
and the refrigerator sections can be too far away from the walkway for the student
to easily reach. I might recommend lower shelves, and only refrigerator sections
that have the doors, but they would be completely unreasonable to make.
b. The parking lot is accessible to the student. There are no barriers that would
inhibit instruction or activity.
4. What are the sub environments, and what IEP objectives could be met in each sub-
environment?
a. Grocery:
i. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
ii. Following Directions: At any point in time, an employee might mention
that they are being too loud, or disruptive to the other customers. Tania
will need to respond accordingly within a few seconds to avoid agitating
the employee.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
iv. Putting things back: If Tania were to take a food item off the shelves and
decide not to purchase it, she would have to be able to put it back in the
proper spot for the next patron.
b. Check-Out:
i. Waiting in line: The students must find their place at the end of the line
and wait their turn to check out.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
iv. Following Directions: The student might be given instructions on
how/where to place items on the conveyer belt, or how she would like to
pay etc.
c. Parking Lot:
i. Looking both ways: In order to get from the building to the car or bus
stop, the student will need to cross a drive in which cars pass.
Treven 41
ii. Following Directions: Tania would be accompanied by an adult that
would instruct her on when it was safe to cross, or where they needed to
walk to get to the bus stop/car.
d. Subway:
i. Choosing the Healthy Option: Tania might decide to purchase a snack or
meal while at the store, and could be presented with three different options
to choose from the menu.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
iv. Waiting in line: The students must find their place at the end of the line
and wait their turn to order their snack/meal/drink.
e. Bathroom
i. Wiping: Upon arriving, or leaving, the student will use the bathroom
facilities and demonstrate proper wiping techniques.
ii. Hand Washing: Before/after eating a snack from the coffee shop, or after
using the restroom, Tania will wash her hands.
iii. Manipulating Buttons/Snaps/Fasteners: Student will need to
independently fasten her pants when taking them on or off.
f. Lobby:
i. Manipulating Buttons/Snaps/Fasteners: Upon entering/leaving the
building, the student will independently manipulate buttons/zippers/snaps,
to put on, or take off her coat.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
g. Optical:
i. Putting things back: If Tania were to take a pair of glasses off the shelves
to try on and not purchase, she would have to be able to put it back in the
proper spot for the next customer.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
h. Clothing:
i. Putting things back: If Tania were to take an article of clothing off the rack
and decide not to purchase it, she would have to be able to put it back in
the proper spot for the next patron.
ii. Manipulating Buttons/Snaps/Fasteners: If Tania were to try on an article
of clothing, she would need to manipulate the fasteners on her own.
iii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iv. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
Treven 42
i. Electronics:
i. Putting things back: Student might take an object off the shelf to show a
friend and decide not to purchase it. She would have to be able to put it
back in the proper spot for the next customer.
ii. Asking for help if lost: If Tania realized (most likely partially simulated)
that she was lost she could look for the nearest employee and ask for help.
iii. Asking where the Bathroom is: The student should ask an employee
where the bathroom is if she does not know (may be simulated).
5. Were employees/staff members easily sighted?
a. Employees were wearing name tags and vests that are easily distinguished form
other customers.
6. Were employees/staff members available for assistance?
a. Staff members were sometimes hard to come by, but they are always available for
assistance. If not, they would call another employee over to help.
7. Describe the climate of the setting?
a. The climate of this setting is positive, conducive to learning (especially one on
one instruction), stimulating (posters, murals etc.), and quiet (or on the quieter
side). Staff seemed to accept everyone, but there might be a little judgment of
those with disabilities from other patrons.
8. Are there any safety concerns?
a. Some drivers in the parking lot might drive a little too fast, but there are no other
safety concerns (the road used to enter the parking lot is not a busy street). If
unstable items were to fall off of shelves in the isles, it might be a hazard. If the
student were to attempt to pick an object up that was too heavy, she could put
unnecessary strain on her back.
9. Does the setting match the learning characteristics of the student?
a. This setting does match the students learning characteristics. While she might act
shy around the people she doesn‟t know, it would provide the opportunity to work
on her socialization skills (even though that skill is not addressed here). Because it
is a super center, she would need to be accompanied by an adult who would give
her one on one instruction time, and a special invitation to work.
10. Would you recommend this setting for instruction?
I would not recommend this site for instruction. Though the student has a DASH pass and could
get to the site easily on the bus with an aide, it is not feasible for the self-contained class to loose
and aid for part of the day, or for the whole class to go on a regular basis. It is not age
appropriate for the student at this time, even though she does accompany her parents here
frequently. All of the skills listed here, can also be addressed at other locations that have been
inventoried.