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.


- 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



- 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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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


- 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







- Wal-Mart Bathroom


- IHOP 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



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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


- Assembly Hall

- Doctor‟s Office


- 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







- Wal-Mart Bathroom


- IHOP 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


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. 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



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



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


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


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




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




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


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.



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



times.

1. Bathroom



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



times.

1.Gen Ed Classroom

2.SPED Classroom



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.

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Special Education Classroom Inventory

Day/Time: 9:30-10:00

Method of Data Collection: Observation



reasonable?


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.


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.


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.

Treven 18

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.


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).


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).


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).


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.


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




reasonable?


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.


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.


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).


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.


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.).


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).


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.


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





reasonable?


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.


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.


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.


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.


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.


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.


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.


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





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.


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.


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.


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.


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.


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.


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.


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




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.


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.


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.


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.


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.


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.


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


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,


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.


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



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.


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.


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,


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



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:




directory.

ii. Following Directions: The principal would provide Tania with a task to

perform after being sent to the office for bad behavior.


a. Yes, staff members all wear name tags with pictures on them, and are usually

stationed at their appropriate sub-environment.


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.


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.


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.


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.


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.

Treven 34

Playground/Parking Lot Inventory

Location: School, outside

Time: morning, 7:45-7:55, 11:30-11:50



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.


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.


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


Treven 35


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:




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



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:



to the sidewalk.

f. MTD Bus Stop area:



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.


a. Employees were wearing bright orange vests that are easily recognizable.


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).


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.


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.


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.




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.

Treven 37

Urbana Free Library Inventory

Location: Urbana Free Library

Time: afternoon, 12:00-12:45



a. There are no unusual characteristics for this public library environment.


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.




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:


and wait their turn to ask a question or check out at the circulation desk.



iii. Asking where the Bathroom is: The student should ask an employee


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.





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.


a. Employees were wearing name tags and dressed in kakis and nice tops.


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.


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.


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.


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).




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



a. This is a super Wal-Mart, so it contains clothing, electronics, grocery, a Subway,

Optical Center etc.


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.




environment?

a. Grocery:

i. Asking for help if lost: If Tania realized (most likely partially simulated)


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.



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:


and wait their turn to check out.





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.





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.





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.





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)


iv. Asking where the Bathroom is: The student should ask an employee


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.






a. Employees were wearing name tags and vests that are easily distinguished form

other customers.


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.


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.


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.


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.


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.

kristy treven stacy dymond sped 448 - kristy marie...

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