If there are more than two options, the family should visit possible placement options to observe and meet teachers and children. A decision about the presented options may then seem clearer to the family.

Basic Questions to Keep in Mind during the Visit

• Does this program fit with my child and my family?
• Will this program be able or willing to make necessary changes to welcome my child and my family?
• Are there any skills for my child to learn before enrolling in the program so that s/he may be prepared as much as possible?

• Part 1: Observation
• Part 2: Interview Program Staff

Part 1: OBSERVATION

• Teacher/Child Ratio
  
  
  • Is it no higher than 1: 3-4 for infants/toddlers, 1:5-7 for 2-3 year children, and 1: 8-10 for 4-5 year children (Based on National Association for the Education of Young Children: NAEYC recommendation)?




• Kinds of Activities / Materials
  

• What activities/materials did I see that I think my child would like? Why do I think so?
• What activities/materials did I see that I think my child would not like? Why do I think so?
• What adaptations or little changes do I think would help my child to fully enjoy activities/materials that I saw today?
• Are there any similar activities/materials in the class to those my child has experienced to play with before?
• What activities/materials does my child like to play at home other than those I saw today?
• Are there any activities/materials that I would recommend to teachers in order to draw my child's interests and participation?




• Balance of Activities
  

• How would I describe the balance of the following aspects of classroom activities?
  Is it well-balanced? Or is it not?
  (I may have to ask staff about activities they do on different days since some programs make a balance on a weekly basis or even on a monthly basis)
  
  
  • Large group activities vs. Small group activities
  • Group activities vs. Individual activities
  • Teacher-directed activities vs. Child-directed activities
  • Structured play vs. Free choice play
  • Active activities vs. Quiet activities
  • Gross motor activities vs. Fine motor activities
  • Activities on a desk vs. Activities on a floor vs. Outside activities
  • Activities that use different sensory modes such as…

  
  - Auditory information
  - Visual information
  - Kinesthetic information

   

• Adult Interactions with Children
  
  
  • Are adults respectful to the children?
  • Are adults creating a warm and safe atmosphere in the classroom?
  • Are adults ready and willing to help children when needed?
  • Do adults try to promote children's participation and meaningful engagement in activities whenever natural opportunities occur?
  • Do adults try to promote and support positive interactions among children?
  • Do adults acknowledge and provide positive feedback to children whenever possible?
  • What kinds of rules and expectations do adulst seem to have toward children? Do they seem to be developmentally appropriate to me? Are those similar to or different from the rules and expectations that my family has for my child?
  • How do they convey such rules and expectations to children? Are they easy and clear to understand for children?
  • How do adults support and redirect children to more appropriate behaviors when needed?




• Routines (e.g., Circle Time, Snack/Meal Time, Bathroom Time, and Nap Time)
  
  
  • Let's look at the following aspects of the routine:
    • Sequence of the event
    • Timing of the event in a day
    • Procedure children need to follow
    • Rules children need to follow
    • Adult support strategies
    • Environmental settings
    • Used materials
    • Used terms
      
      
  • Ask those questions for each of the above aspects of the routine
    • Are there any similarities in those aspects of the routine between my home and the observed program that I think would help my child adjust well in the program?
    • Are there any differences in those aspects of the routine between my home and the observed program that I think important enough to effect my child's performance during those routines?
    • Are there any routines for my child at home other than those I saw today? (i.e., The time for medicine)

     

• Space
  
  • Let's look at the following areas of the observed program:
    • Classroom
    • Playground
    • Gym
    • Bathroom
    • Entrance
    • Stairs
    • Routes through which your child may move from place to place
    • Any other areas that your child might go
      
      
  • Ask questions for each of the above aspects of the routine
    • How would I overall describe those areas with such terms as welcoming, attractive, comfortable, pleasant, bright, warm, clean, safe, and well-organized?
    • Are there any areas that I feel should be changed or arranged differently so that my child will have better access to place, to materials, or to friends? How would I change it?
    • Are there any areas that I feel should be organized or arranged differently so that my child will be able to understand the situation better and to focus on what s/he needs to do better and easier? How would I change it?
    • Are there any areas that I feel may be dangerous for my child to go? How would you change it ?

      
      

• Others
  
  
  • Do I have anything that I would like to ask staff?

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*This observation also may be done as a part of the "Environmental Assessment" to plan needed adaptations to accommodate the child's needs after enrolled in the program of your choice.

• Program Values, Beliefs, Goals, and Policies
  
  
  • Do they have a written program statement?
  • Let's focus on the following aspects. Are they similar to or different from mine? Do we share the same basic view about the following things? Are my standing points significantly different from theirs?
    
    
    • The beliefs o fhe child's development
    • The value of the child's education and adults' role
    • The goals of education
    • The views toward a child with special needs
    • The views and policies about inclusion
    • The views and policies about the family's involvement and participation in the program

      
      

• Inclusion Experience of the Program
  
  
  • Do they have experiences in welcoming a child with special needs previously? If they do, ask about the following if appropriate:
    
    
    • How would they describe their inclusion experience overall?
    • Things they did to welcome the child such as changes made.
    • Things they did well
    • Things they did not well
    • Things they learned
    • Things that were difficult

      
      

• Home-School or Home-Center Communication
  
  
  • Ask how they keep communication with families of the children in the program such as:
    
    
    • Parent-Teacher Conferences
    • Newsletter
    • Individual child notebook
    • Phone calls
    • Home visits
    • Parents' nights
    • Family events
    • Computer-based communication such as e-mail
      

       

• Staff Development and Staff Support
  
  
  • Does this program have ongoing staff development and support systems for teachers and other staff such as regular staff meetings, classroom staff meetings, in-service seminars, and opportunities to evaluate the quality of their teachings and the program overall?

    
    

• Administrator's Willingness to Welcome a Child with Special Needs
• 
  
  • Does s/he take time to talk with me?
  • Is s/he willing to listen to me and to talk with me?
  • Share some of my observation and my concerns and ideas. Does s/he seem to listen to me sincerely?
  • Does s/he seem to open to my ideas rather than instantly giving me reasons of "we can't do it"?

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Related Links:

• PDF Version of This Form   
  
• Another Similar Form (PDF)
• "Form3: Ensure Family's Involvement" Index Page

Developed by Kasahara, M., The Circle of Inclusion Project Content Coordinator, in 2001