CLASSROOM:

teacher/student ratio:

The classroom ratio was increased by one adult making the classroom 3 adults / 24 students.

table and chair size:

A corner chair and a wedge were added to the classroom for proper positioning for some activities.

toys and materials: We identified the positioning equipment and materials such as pillows, wedges, and chairs and located a place to store these near the classroom.

general philosophy:

furniture arrangement:

The furniture was not rearranged, but we left Jacob's wheel chair outside of the room, because it seated him too high to participate in activities.

accessibility to outside:

A ramp was added to the outside of the building and from the boardwalk to the playground.

floor space:

accessibility into the classroom:

The classroom was already very accessible.

bed for naps:

classroom schedule and routines:

The only change was having other adults in the classroom to work with Jacob.

social climate:

We demonstrated to the children how to be aware and respectful of Jacob's needs in various positions during classroom activities.

INSTRUCTIONAL CONDITIONS:

child management procedures:

We had to learn correct handling and positioning procedures to optimize his ability to respond. We limited the number of children allowed to interact with him to reduce down time for him and peers.

instructional groupings:

He did a lot more in small groups (2 to 3 children with an adult), because he needed a lot of help with the physical parts of activities. He also experienced a lot of peer tutoring, peer partners and some one-to-one. Jacob often responded better to other children than to the teachers.

lesson format:

Most lesson formats were altered for him as the classroom is very hands-on. Usually, he provided the brain power and peers did the motor part (method of responding was changed). Jacob would join a peer in his/her work and work on an objective such as reach and grasp while a peer worked on a cognitive skill (same material different objectives).

teaching strategies:

We simplified directions through the use of consistent and concise demonstrations, through the use of concrete and functional materials that are sequenced and presented from easy to complex. Although we would skip out of the sequence if the skill was not critical to survival or understanding of concepts. For example a child should be able to build the pink tower before working on counting. Jacob required more repetition and positive direct reinforcement than the other children. His mother noted that he did not like to be left alone after he started Raintree so we added some independent time to encourage him to be less dependent on peer and adult attention. Demonstrations were used as a way to teach and to promote visual attention and skills.

curricular goals and learning outcomes:

If a classroom material was designed to work on a skill that Jacob needed to develop then he used the material for that. We also, however, looked for ways for Jacob to participate in the activities of peers that might have been beyond his current skill level. For example Jacob might help a peer count to 3,457 using the golden beads by practicing the skills of grasp and release.

method of responding:

Jacob used eye gaze to demonstrate choice. He also used a head drop for yes and a turn for no. We also explored use of switches to activate simple communication devices.

environmental conditions:

At times we had to limit the number of children interacting with him.

instructional materials:

We didn't adapt any materials, but made sure that they were placed within his range of motion so that he could access them.

level of personal assistance:

Jacob needed a high level of personal assistance. However, this assistance could come from a competent peer with periodic monitoring by an adult. His need prompted the increase in the number of adults in the classroom.

alternate activity:

height of sinks:

toilet size: An adapted potty chair was selected by his physical therapist.

access to soap and paper towels:

changing table:

supplies:

Diapers were added to a shelf in the restroom.

disposal of wast

 

health and safety procedures: Procedures for diapering were matched to health department requirements to ensure that all the correct procedures were being followed. Directions were written of the "how to steps" of his toileting procedures (along with pictures when helpful), which were made available in Jacob's team notebook and in the bathroom, to assist staff to use the procedures.

lunch routine, such as passing out food:

He participated some in the preparation of his own snack.

table and chair size:

His corner chair was substituted for the snack chair.

utensils, cups, and plates:

He used an adapted spoon and cup.

types of food:

He could eat most snacks with smaller bites. Liquids (e.g. water, juice) were thickened slightly with Thick It© which was kept on hand near the snack table in the classroom in a a child proofed cupboard.

routes around tables:

number of children per table:

space at table per child:

wheelchair accessible:

Did not use wheelchair at the table, because it seated him too far from peers.

health and safety procedures: Jacob needs hand over hand assistance to eat and drink. During snack, an adult in the classroom sits behind Jacob and gives him hand over hand assistance. He sits in an adapted chair and uses eye gaze to choose what he wants - which is interpreted by a peer if present and an adult if a peer is not present.

PLAYGROUND:

 

surfaces:

A jogging/bike track was added to the playground which allowed for easier wheelchair access.

playground equipment:

A sling swing was purchased to use with the regular swing set. A wheelchair accessible (raised) garden and sandbox were added.

playground supplies:

health and safety procedures: