Arranging Physical Environment to Support the Inclusion of Children with

Special Needs
PHYSICAL ENVIRONMENT
In recent years, there has been considerable thought and research given to how
schools can create inclusive learning environments. Dozens of reference books
have been written that recommend inclusive practice, strategies, and solutions.
As a result, teachers are becoming more skilled at including children with special
needs
in
the
general
education
classroom.
However, while teachers and schools gradually move to more inclusive
programming, it is also necessary for them to pay close attention to the physical
space and design of the classroom. In fact, the physical arrangement of a
classroom environment will largely determine if and how inclusion will happen.
Therefore, creating an inclusive learning environment isn't just about changing
attitudes, support systems, and activities. It is also about rearranging the physical
space to accommodate the various needs that exceptional children have.
Below are several suggestions teachers can use to facilitate inclusion in a
classroom by appropriately arranging the physical environment.
1. Place Student Desks in GroupsPut desks in small groups (24 desks per
group) so that all students have the opportunity for cooperative learning,
collaboration, and discussion. As well, place the teacher's desk on the periphery
of the classroom. Teachers in an inclusive class rarely sit down during their day
and don't need their desks getting in the way!
2. Provide CentersCenters appeal to various learning styles, but they must be
accessible and open. As well, the materials and manipulatives at each center
must be appropriate and stored where all students can reach them. Placing
books on a high shelf is limiting for a smaller student or one who is in a
wheelchair.
3. Meeting SpotCreate one area of the classroom where the students can
come together to have discussions, develop social skills, and participate in large
group activities. This space must have enough room for ALL the students to
gather.
4. Classroom DecorAn inclusive classroom needs to be decorated in a way
that does not create distraction and sensory overload. Too many bright colors,
posters, clutter, and furniture can easily distract the most focused child!
5. Safety/Emergency PreparednessEnsure adequate space for all students
to move safely around the room. Clear clutter, stabilize furniture, tape down wires
and cables, and place signs and symbols around the room that point out exit and
entry ways in case of an emergency.
Although attitudes, teaching styles, and inclusive activities are important
components of inclusion, the special needs child's physical environment can help
or hinder the process. This in turn can affect feelings of belonging, success, and
self-esteem. Carefully planning out the physical space of the classroom strongly
supports an inclusive learning environment.
SOCIAL SKILLS AND MANAGEMENT
Classroom management starts months before you or your students step into the
classroom. Experienced teachers end each year troubleshooting their classroom
management strategies from the previous school year. While not

a comprehensive guide, here are tips that can make classroom management a
little less challenging and help you fulfill your goal of keeping all students safe,
engaged, learning and on task.
Establish Relationships
As a teacher, your relationship with a student starts the moment you meet them.
No matter how difficult a student may be, you need to embrace the challenge of
getting to know him or her. Every child deserves love. Life has enough hard
knocks in store for a child who struggles socially, and you may be one of the few
people that child believes cares about him or her. This could make a difference in
his or her life choices, or at least in his or her decision not to disrupt your class.
Many teachers naturally form relationships with children. They enjoy their
presence, listen to them and respond appropriately, look with interest at what
children show themfrom a rock stars picture in a notebook to a squishy worm
and ask questions about it. They learn their students names and greet them at
the door. When a dispute arises, they listen and try to be fair. They dont play
favorites. Teaching is a very active job, especially in higher grade levels, in which
teachers have less than two minutes per child per class period to establish a
relationship.

Create a Positive Learning Climate

One of the most important things you can do to proactively manage your class is
to establish a climate that encourages learning. Teachers need to be aware of
students intellectual, emotional, physical and social needs and establish rules
and procedures to meet them. Students should be recognized as individuals,
each of whom has something to offer.Arrange student seating strategically,
grouping students by skill level or arranging them in a manner thats conducive
to group work or sharing in pairs. Also, plan for patterns of movement within the
classroom and have your students practice until its second nature; moving
students in a structured, timed way can enliven your classroom, while
maintaining control and adding focus. Nothing is as impressive and cohesive as
a class moving into prearranged groups for an activity in 30 seconds. This
also allows for more variety in your lessons; for instance, you could teach a 15minute lesson to students at their desks, then move the class to a different
setting and teach a different, but related 20-minute lesson.
Establishing student expectations is also an important part of establishing a
positive learning climate. Make sure that every student is welcomed in a group
and expected to participate. Also, practice good time management and plan to
teach from the first day of school.

Encourage Helpful Hands

Letting students take part in the classroom helps them feel investedand it can
be a
help to you as well! Some experienced teachers use task cards on which
students names rotate weekly. Strategies such as this provide fair ways to
distribute classroom jobs. It can also be helpful to post a sign that tells how to do

a job. For instance, if you assign students to straighten and clean a bookshelf,
you might place a list of steps to follow on the bookshelf.
You might also allow students to help in more casual ways, such as assigning
group runners for supplies or allowing students to pass out papers or straighten
the room. These tasks can serve as helpful self-esteem builders for a child who
often feels left out; however, you should note how many times a student helps to
avoid favoritism.

Teach Needed Skills

You should teach students the skills needed for success in your classroom.
Often, teachers think about teaching content, without realizing how important it is
to teach other skills, such as social skills, thinking skills, study skills, test-taking
skills, problem-solving skills, memory skills and self-regulation.
Many school issues disappear after a few lessons in anger management or
another needed skill. Students can benefit greatly if you find small segments of
time to teach and model a skill; however, you may need to be creative, since not
all students need instruction in the same skill. However, if students are struggling
to get along with peers, be organized or be on time, which is better: to discipline
them for what they lack or to teach them what they need to know?

Set Up Structure and Procedures

Structure and procedures are vital parts of classroom management. Every part of
the day needs to be thought through and brought into alignment with what works
best for your teaching style, your students personalities, the age group and any
special challenges that could cause a distraction.
Start planning as soon as you see the classroom. Envision each class; ask
yourself what you will do and how it can be done easily. When your students
arrive, get them on board by teaching classroom procedures, along with your
content, during the first week of class. For example, explain how to enter,
how get the needed supplies and start the warm-up exercise during the first few
minutes of class, how to turn in and pass out work, how to work in a group, how
to move between activities and how to exit the classroom. Also, be sure to cover
your expectations, including how to behave in class and the consequences of
misbehavior.

Use Effective Discipline

Classroom management can help you avoid most discipline problems. At the
beginning of the school year, be sure to explain and post your discipline plan,
establishing that no one will be put down, bullied or made fun of in class because

it is a safe zone where everyone, including the teacher, is allowed to make

mistakes and learn from them.
Usually, this forms a cohesive learning environment, where students trust you to
take care of their needs and where they respect one another. Much can be said
about positive (or negative) peer pressure in a class. If there are students who
want to learn and they act accordingly, the dynamic of the class will
likely remain fairly stable; however, if students who dont want to learn disrupt
and influence their peers, you may need stronger discipline skills or even an
administrator to fall back on.

JENNICA D. VALIENTE
M
AEDSPED

TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES

INSTRUCTIONAL MATERIALSS: VISUAL AIDS
VISUAL AIDS FOR CHILDREN WITH LEARNING DISABILITY
Why use Visual Aids for learning?
Visuals (or pictures) are a great tool for seeing and understanding. Visual aids
allow children the time they need to process what they are being asked to do.
They do not disappear into thin air to be forgotten as spoken words or hand
gestures do. Visuals can also be sequenced to breakdown and learn a skill bit by
bit. Visuals remain the same and allow for identical rehearsal and consistent
memory pathways to be created. With this rehearsal and memory of sequenced
activities comes learning and understanding and ultimately increased confidence
and self esteem. Visual aids should be used in conjunction with other forms of
communication such as speech, signing and tactile experiences.
Who can benefit from Visual Aids?
All Children can benefit from using visual aids and especially those who fit into
the

following

categories:

Down
Autism
Attention
Language

Syndrome
Spectrum

Deficit
Disorders
Hearing
Developmental

Disorder

Hyperactivity

Disorder

and

Delays
Impairment
Delay

English

as

Second

Language

Learning Difficulties
What difficulties will be assisted by using visual aids?
Visuals

will

help

children

listening

understanding

have

social

responding

sequenced

following

information

and
instructions

and

play
and

resistance
isolation

with:
attending

and

motivation
anxiety

difficulties

and

processing

who

routines
to

and

change
shyness

challenging behavior
The Aim of Visual Aids for Learning
Visual Aids for learning develop images to streamline and support learning;
empowering people to participate and achieve success and independence. The
aim of Visual Aids for Learning is to improve the independence and self esteem
of all people with learning difficulties. The resources have been developed in
consultation with teachers trained in early childhood, primary school, high school
and speech therapy. Each of these professionals is also the parent of a child with
developmental delays. A number of Psychologists have also reviewed, made
suggestions, and enhanced the resources available.

J
ENNI
CA D.
VALIE
NTE
M
AEDSPED