1. Chapter 7 Design an Inclusive School and Classroom Using space and Physical Resources to Support All students

2. Chapter Objectives 1.) Understand universal design and the principles of health learning environments. 2.) Recognize school wide methods of using and designing space. 3.) Explore and identify classroom approaches to using space, technology and resources to respond to student’s learning styles and abilities. 4.) Examine strategies for community-based learning experiences. 1.) Understand universal design and the principles of health learning environments. 2.) Recognize school wide methods of using and designing space. 3.) Explore and identify classroom approaches to using space, technology and resources to respond to student’s learning styles and abilities. 4.) Examine strategies for community-based learning experiences.

3. Examples of Inclusive classrooms

4. Universal Design  Historically environments and products have been tailored to fit the physical characteristics of the average human being.  Universal Designers seek to develop products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

5. Examples of Universal Design Ramps and automatic doors are helpful not only to people in wheelchairs but also to many others that struggle with stairs and heavy doors, such as parents pushing strollers and older people with canes. Talking software was originally marketed to the visually aware, but is now marketed to all people.

6. Examples cont…  Recorded books were originally used by the blind, now they are popular for long car trips or those with reading challenges.

7. The Principles of Universal Design Principle 1: Equitable use The Design is useful and marketable to people with diverse abilities. Principle 2: Flexibility in use The design accommodates a wide range of individual preferences and abilities. Principle 3 : Simple and Intuitive use. Use of the design is easy to understand, regardless of the users experience, knowledge, language skills or current concentration level. Principle 4: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the users sensory abilities. * use different modes, pictorial, verbak tactile, to provide redundant presentation of essential information.

8. Principle 5: Tolerance for error The design minimizes hazards and the adverse consequences of accidental or unintended actions. Principle 6: Low physical effort The design can be used efficiently and comfortably and with a minimum amount of fatigue. Allow user to maintain neutral body ppositions, Use reasonable operating forces. Minimize sustained physical effort.

9. Principle 7: Size and Space for Approach and use. * Appropriate size and apce is provided for approach, reach, manipulation, and use regardless of user’s body size posture, or mobility. * Provide clear line of sigh to important elements for any seated or standing user. Make reach to all components comfortable for any seated or standing user. Provide adequate space for he use of assistive devices or personal assistance.

10. Types of Classrooms Student centeredTeacher centered

11. Healthy Learning Environments  Seek to design a place of joy, fun choice and learning  1.) Stimulate positive awareness of ourselves and students.  2.) Enhance Our connection with Nature, Culture, and People.  3.) Do us No physical harm.– Keep the environment safe!  4.)Be Beautiful and Inciting.  5.) Provide for Meaningful, Varying Stimuli..  6. ) Encourage Times of Relaxation and Privacy.  7.)Balance Constancy and Flexibility.  Use Resources Flexibly for Multiple purposes

12. The School  Creating a Welcoming Place for all  A Welcoming place to be:  Student work is displayed  Photographs of school events.  Bright and attractive colors.  Welcoming signs  Open inviting atmosphere.

13. Welcoming Place cont…  School within a school  Parent and Community Center  Media Center/Library  Space and Inclusive classes –students are heterogeneously mixed in general education classes.  Effective Use of Limited Space  Space for Specialists  Lunch and Reces  Using all Materials for all students.  Inclusive playgorunds

16. The Classroom guidelines to designing an inclusive learning community.  1.) Establish a comfortable homelike atmosphere.  2.) Allow for different learning styles, providing tools and resources that give students alternative points of access to information.  3.) Design multiple ways for students to obtain information and express their learning.  4.) Ensure sensory and physical access  5.) use space in the school and class to support inclusive teaching.

17. Classroom Décor and Ownership  In an Inclusive classroom the teacher’s desk is not the center of the classroom. It is typically off to one side and often just a place to stack papers.  Student seating_ should be grouped in ways to encourage social interaction.  Group area-  Individual Space- create space where students can have a quiet space to be alone when needed  Learning Center.  Hallways as Learning Places  Movement, Food and Drink

18. Multiple Strategies to Support Access to information and Expression of Learning.  Multiple Intelligences and Learning Styles  1.) Books  2.) Alternative print access resources  3.) Computers  4.) Media  5.) Materials for hands on activities

19. Disability Analysis for Learning  Figure 7.5  DisabilityIssueStrategies Benefits to other Students  ADHDTrouble Sitting StillMovement around the classMany other students also may  need for movementwithin certain guidelines asneed to move and be alone at And places to be alone part of the daily routine.At different times periodically

20. Contextual Elements of Learning Style  Environmental Stimuli– Enable students to vary sound, light, temperature and the formality of learning interactions in your class, * Headphones to block noise * learning groups * varied lighting * couches, pillows, vs formal tables and chairs

21. Emotional Stimuli  Allow some students to take frequent breaks while working.  Allow others to work more intently!  Structure blocks of time into the classroom schedule that allows for work on individual and small group assignments.  Provide varied levels of direction in assignments to allow students who need less direction to be independent, and to also allow those who need high levels of structure to be successful as well.

22. Sociological Stimuli  Provide varied levels of opportunity for students to choose to either work alone or with other people.  * Some students desire to work independently. It is how they learn best.  Others will desire to work with a partner.

23. Physical Stimuli  Allow opportunities for visual, auditory or kinesthetic learning experiences.  Allow student to snack or drink while working on their projects.  Devise opportunities for students to move around the room.

24. Psychological Stimuli  Recognize how students learn and respond to this accordingly  Pair students whose learning styles complement each other. How do you get to know your students learning styles? Kid watch, take notes, reflect, what are their strengths? We will better understand our students and improve our teaching practice.

25. The Local Community  Encourage students to research the school neighborhood.  Invite community members to talk to your class.  Take a walk through the neighborhool

26.  www.youtube.com/watch?v=ji3R30PT1PQ www.youtube.com/watch?v=ji3R30PT1PQ