Environment Discussion - Feb

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School

Concordia University Chicago *

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Course

6250

Subject

Communications

Date

Apr 3, 2024

Type

docx

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Uploaded by ElderWorldFalcon34

1 Environment Discussion When completing observations with rooms that can modify the lighting, there were immediate reactions. In the classroom, when the lights were on a regular setting, students knew it was work time. However, when the lights went off, it was a signal for students to stop and redirect to give the teacher their immediate attention. For students who were overstimulated, teachers have the option of dimming the lights at various stages, which seemed to work instantly. If this didn’t work, each teacher had a calming tent with bean bag chairs, as well as task boxes in which students could work independently. Generally speaking, warmer light makes a space feel cozy, while whiter light can feel harsher and more task-oriented (Cruse, 2019). I was also surprised by the advanced uses of core boards and assistive technology devices in the classroom. Speech language therapists, teachers, as well as support staff were knowledgeable is using the devices appropriately, and it was used for effective communication. Educators also need to proactively plan and consider how to prepare students who use AAC to participate in collaborative learning tasks such as pair and group work (Inclusive School Communities, n.d.). Students utilizing devices were able to ask for clarification, answer questions, and effectively participate in group discussions as peer interactions. The use of the device was in alignment with IEP goals, able to be progress monitored, and utilized to access the curriculum. There were no barriers to communication with the use of this technology utilizing high-tech and low-tech AAC devices. Students reacted very well to the modifications because it creates the optimal environment for student learning. The specific need of each student is considered in the overall structure of the room. Teachers continue to adapt/change their room as more students are referred to their classrooms, or they identify the specific needs of students. For example, one of

2 the classrooms has a calming corner in which is gated (similar to a gate to a fence in a yard but made of plastic). Some students want to complete task boxes independently at their own pace, away from other students. Or when it comes to adapted materials, students become familiar with assistance during integrated therapies/activities. Materials are geared to make sure each student is able to access the curriculum and be successful in all activities, as well as be in progress to determine mastery levels aligned to content. Many of the adaptations are related to student materials such as pencils and scissors. Pencils come in assorted sizes and thicknesses, as well as different grasps/grips in which students practice writing for occupational therapy. Scissors consists of various loops, dual control, and other adaptive scissors to work on cutting techniques. There are so many adaptations that can be made in the classroom for behavior management, as well as enhancing classroom instruction. References Cruse, C. (2019, October 14). Lighting and acoustics play a key role in creating inclusive classrooms. here's how . Schoolyard Blog | Teacher Resources | School Specialty. Retrieved February 8, 2024, from https://blog.schoolspecialty.com/lighting-and- acoustics-play-a-key-role-in-creating-inclusive-classrooms-heres-how/ Inclusive School Communities. (n.d.). Inclusive school communities - augmentative and alternative communication in the classroom . Retrieved February 8, 2024, from https://www.inclusiveschoolcommunities.org.au/resources/toolkit/augmentative-and- alternative-communication-classroom

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