This Environmental Assessment checklist has been completed by placing a check next to the items which needed some changes or adaptations in order to accommodate Emily fully in the classroom. The following descriptions are the adaptations made for Emily as the result of the Environmental Assessment.

 

CLASSROOM:

• teacher/student ratio

  Each classroom has 12 students and 3 adults - 1certified teacher and 2 education support staff.

• table and chair size

  By sitting in a straight back chair, Emily has good upper and lower trunk support and is able to successfully complete table tasks. The foot rest enables Emily to support her body for table activities. Sand paper on the seats of the wooden chairs helps all of the children to not slip and slide while they are working.

• toys and materials  

  Emily’s favorite center is "Housekeeping". Materials have been added to target her objectives, i.e. writing materials, books, manipulative.

• general philosophy

  We want Emily to have the same opportunities as all other children so all activities are open to all children.

• furniture arrangement ___________________________

• accessibility to outside

  Since Emily will leave the room without an adult, we keep all doors closed with signs on them. We are in a church with a private preschool and all adults are very cooperative about keeping them closed.

• floor space ____________________________________

• accessibility into the classroom ____________________

• bed for naps ___________________________________

• instructional procedure

  Staff get on her level and make eye contact before speaking. Emily responds and uses sign language. We use a combination of both to help her understand and to help her learn to communicate.

• child management procedure

  Staff are very consistent with her, use as few words as possible when disciplining her accompanied by sign.

• classroom schedule and routines

  Emily has not been willing to keep her glasses and shoes on while at school. Bright Futures furnishes straps for her glasses. We have worked with Mom to find shoes that are appropriate for her age and that are not easy to slip off.

BATHROOM:

• height of sinks

  Sink is child height. We have a carpet covered wooden box for Emily to stand on as she is smaller than most children of her age.

• toilet size

  A step and a potty chair are used.

• access to soap and paper towels  

  They are child height and Emily is able to access them independently.

• changing table  

  A plastic pallet is laid on floor for changing. This allows Emily to be more independent and do more for herself.

• supplies such as wipes, gloves, bags  

  All supplies that are available to children are at child height so children can make independent choices.

• disposal of waste 

  Children dispose of paper towels independently as well as soiled diapers

LUNCHROOM:

• lunch routine, such as passing out food  

  Emily sits by an adult. Breakfast and lunch are served family style and Emily is learning to pass, serve, pour independently.

• table and chair size

  Emily uses a classroom chair with a back and foot rest for support.

• utensils, cups, and plates  

  When Emily eats, she uses a divided plate with sides which facilitate her independence. She is now able to use regular utensils.

• types of food  

  Breakfast and snack are prepared in the classroom. If the menu has a food on it that Emily does not like or that she does not handle well, staff does have other foods available as needed. Lunch is delivered from the school district.

• routes around tables _______________________________

• number of children per table ________________________

• space at table per child  

  Emily scrapes her plate and stacks with other children’s. She is expected to care for her space as all other children are.

• wheelchair accessible ______________________________

PLAYGROUND:

• surfaces ________________________________________

• playground equipment such as slides, swings, etc.

  _______________________________________________

  _______________________________________________

• sand toys, balls, riding toys, etc.  

  Emily is now able to ride a tricycle since the physical therapist adapted the trike. Foot shaped pedals were added for a larger base of support. The seat has a back to also add support.

OTHER:

_______________________________________________

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