This checklist will guide a teacher to examine the environmental features and routines of the classroom. It will help the teacher to identify which aspects of the class need to be adapted and modified in order to meet the needs of all the children.

 

Teacher:

Date:

Session:

School:

Phone:

Schedule:

• Duration
  • Length of class session? ______
  • Number of days per week? ______

• Class Membership
  • Number of children in class? ______
  • Number of children with disabilities in class? ______
  • Average number of adults interacting with children? ______
  • Teacher-child ratio? ______

• Physical Features
  • Is the classroom free of hazards? ______
  • Is the lighting acceptable? ______
  • Is there ample room for the number of people present? ______
  • Are all facilities accessible to children with disabilities? ______
  • Are learning materials and equipment accessible and useable to the child with a disability? ______
  • Are work and play areas separated to minimize distractions? ______
  • Is there a "private place" in the classroom where children may go if they feel over-stimulated? ______

• Academic Features
  • Are there minimum competency levels for children in this classroom? ______
  • Is there a readiness checklist available for this program? ______
  • Are children taught at their developmental levels? ______

• Seating Routines
  • Do children ever sit on a rug? ______
    • as a group on the floor? ______
    • on individual spaces (carpet squares, taped spots) on the floor? ______
    • in chairs? ______
  • Do children ever sit at desks? ______
  • Do children ever sit at small tables? ______
  • Do children at any time during the day sit in assigned seats? ______
  • Do children work and play on the floor? ______
  • Do children work and play at desks or tables? ______

• Instruction and Feedback Routines
  • Are children told exactly how and why to perform an upcoming activity, or are they expected to infer the procedure? ______
  • When are children given feedback on their work? ______
  • Is there an individualized approach to academic work? ______
  • Is there a posted schedule which is followed daily? ______

• Independent Work Routines
  • Are children expected to work or play without an adult continually nearby? ______
  • Are children expected to follow sequenced directions given at a previous time? ______
  • What instructional terms (circle, draw a line under, skip a space) are children expected to understand in order to work independently? ______
  • In what kind of seating arrangement are children expected to work independently? ______
  • What are children expected to do when the assigned task is finished? ______

• Classroom Interaction
  • Is there any time when children are allowed to work cooperatively? ______
  • Are social interactions encouraged? ______
  • Does the teacher appear relaxed and confident when interacting with the children? ______
  • Does the teacher find time for frequent personal comments to individual children? ______
  • How long are children expected to listen and converse in a large group setting? ______

• Free Play Routines
  • Is there a scheduled choice time? ______
  • Are activity choices open? ______

• Attention-and-Assistance-Seeking Routines
  • Do children raise their hand to answer in a group situation? ______
  • Are children allowed to speak out answers without being called upon? ______
  • Are there other acceptable ways to seek the teacher's attention? ______
  • Is it acceptable to ask peers for help? ______
  • Is there evidence of planned cooperative learning? ______
  • How do children address adults? ______

• Materials Management Routines
  • Do children get out or return classroom materials independently? ______
  • Do children have clean up responsibilities? ______
  • What kinds of self-care tasks are children expected to perform independently? ______
  • What are the children expected to manage independently during eating times? ______

• Movement Routines
  • Do children ever move in lines? ______
  • Do children ever move while holding hands with a partner? ______
  • What is the distance children are expected to move across to activities outside of the classroom? ______
    • How long does it take for the class to travel this distance? ______
  • Are any transitions cued by a direction from the teacher to the whole class? ______
  • How many different instructions are given at one time during group directions? ______
  • What types of external cues are given for transitions (lights off/on, piano chord, bell)? ______
  • Are there any complex cues for transition (symbols printed on cards or necklaces, movement to or from a designated color or shape)? ______

  Bathroom Routines

  • Is the restroom within or outside the classroom? ______
  • Do children go in a group to the restroom? ______
  • Do children ask permission to use the restroom? ______
  • Are there any unique bathroom routines? ______
  • Do boys and girls use the same or different facilities? ______
  • What visual symbol identifies the restroom? ______

Adapted from: Bridging Early Services Transition Project. (1991). Associated Colleges of Central Kansas, 105 East Kansas Ave., McPherson, KS 67460, (316) 241-7754.