Scribd
Upload
2 views

Potential-Environmental-Features-2021

The document outlines potential environmental features that can enhance the learning experience for students, particularly those with special needs. It emphasizes the importance of individualized materials, visual supports, structured schedules, and opportunities for peer interaction. Additionally, it highlights the role of teachers and paraprofessionals in fostering student independence and effective communication systems.

Uploaded by

music4everyp
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
2 views

Potential-Environmental-Features-2021

The document outlines potential environmental features that can enhance the learning experience for students, particularly those with special needs. It emphasizes the importance of individualized materials, visual supports, structured schedules, and opportunities for peer interaction. Additionally, it highlights the role of teachers and paraprofessionals in fostering student independence and effective communication systems.

Uploaded by

music4everyp
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Potential Environmental Features  Describe Baseline Environment

If area of
concern
1. Voice volume (students, staff)

2. Classroom materials organized and labeled

3. Navigation paths throughout room are well


defined and free of hazards

4. Areas of room are defined visually

5. Student schedules are posted

6. Schedules are individualized (photo, object,


symbols, writing, checklist, Velcro, countdown,
etc.)
7. Materials are individualized to each student’s
age, prior-knowledge, and ability

8. Materials are prepared and ready to use

9. Visual supports and cues are used to support


instruction

10. Visual supports and cues are used to support


transitions and directions

11. Visual supports and cues are used to support


student independence

12. Teacher(s) deliver guidance and offers supports


to all students – including those supported by a
paraprofessional

13. Teacher(s) deliver guidance and offers supports


to paraprofessionals

14. Paraprofessionals and teachers support


Potential Environmental Features  Describe Baseline Environment
If area of
concern
student(s) independence by teaching the use of
tools and systems rather than 1:1 personnel
reliance

15. The learning of new skills is teacher directed

16. Paraprofessionals carry out tasks as directed by


teacher

17. Posted items in the room are chosen with


interaction and structure in mind rather than
decoration – avoid visual distracters

18. Class schedule is posted, predictable and


followed – if the schedule changes notice is
given, students are prepared for change, and the
change is posted visually

19. Instructional periods/activities are appropriate to


age and attention span

20. Pacing of lessons is matched with number of


completed items, pages, repetitions expected

21. Priming is used to establish format, materials and


content of formal instruction before it begins

22. Prompt-fading is used to increase student


independence by all staff and parents

23. Lesson plans are used to pre-plan for materials,


time needed, assessments, and individualized
Instruction

24. Planning is shared and/or developed in


collaboration between intervention, content
specialist, paraprofessional, and specialists

25. Planning includes opportunities for student


engagement throughout the day with minimal
“down time”
Potential Environmental Features  Describe Baseline Environment
If area of
concern
26. Student’s special interests are embedded into
tasks as a motivational feature

27. Task demands are alternated between activities


and instructional periods – offering sensory
regulation opportunities individually as needed –
with much regulation built into instruction
(fidgets, seating options, tasks that require
movement, etc.)

28. Teacher requires students to perform only those


academic skills that are being measured at any
given time – (e.g. student must write only when
handwriting is being measured as an academic
skill – especially when writing is demanding for
the student)
REMEMBER: Punctuation, capitalization spelling,
etc. can be measured in handwritten and word
processed formats. If content knowledge is
the focus of the measure, writing should have
nothing to do with the grade and can be altered
in format as an information gathering tool

29. Opportunities for peer interaction are embedded


into daily activities

30. Peer interaction opportunities are well


developed and include: visual supports; peer
modeling of tool use; defined individual roles
and responsibilities; social scripts or cues; task
outline is developed by the
group or given.

31. Preplanned and structured opportunities are


built into the schedule for the instruction on and
practice of social skills

32. A school-wide system for positive behavior


supports is in place and reinforced in the classroom
– this plan is also individualized for students using
personalized reinforcers
33. Students have access to appropriate
communication systems –throughout transition
periods – and from one environment to the next
Potential Environmental Features  Describe Baseline Environment
If area of
concern

34. Students independently use or are in the process


of training toward effective and appropriate use
of communication systems

35. All staff are familiar with and support the student
use of communication systems

36. Communication systems are updated per


academics, activities, interests, and interactions

37. Students are given choices in the midst of


activities and in response to assigned tasks

38. Opportunities to communicate are provided


throughout the day and scaffolds are in place as
needed

Adapted by Shawna Benson and Autism Center, Ohio Center for Autism and Low Incidence
from information included in BSP Observation Tool, Positive Education Program, Cleveland, Ohio

You might also like