| The Learning Environment | Mainstreaming |
 | Social Interaction | Inclusion |


The Learning Environment

Classroom

• Do the classroom areas have clear physical, visual, and auditory boundaries?
  
  
• Does the classroom arrangement allow for constant supervision by an adult at all times?
  
  
• Does the classroom have a quiet time area?
  
  
• Does the classroom have an independent work area?
  
  
• Does the physical arrangement allow for easy transitions between activities?
  
  

• Does the student understand where different activities take place?
  
  
• Does the student know the task in the center? Are there available supports?
  
  
• Does the student have access to materials, schedules, and communication systems?
  
  
• Is the student in a good spot during group times? Does this spot increase his attention? Reduce distraction?

Individual Classroom Schedule

Mechanics

• Does the schedule visually tell the child the what, when, and where of his day?
  
  
• Does the schedule provide the child with an individualized routine, but allow for flexibility?
  
  
• Does the schedule provide a balance between the child’s strengths and needs?
  
  
• Effects
  
  
• Does the schedule promote independence?
  
  
• Does the schedule make transitions smoother?
  
  
• Does the schedule teach the child that his day has meaning?
  

Implementation

• Has the child been taught to use his schedule and does he use it consistently?

• Do substitute teachers have written directions on how to implement the child’s schedule?

Individual Work System

Mechanics

• Does the work system tell the student what to do, how much to do, when work is finished, and what happens when work is finished?
  
  
• Is the work system based on the student’s skills and understanding?
  
  
• Is there a place for the student to put his finished work?
  
  
• Is the child’s progress being monitored?

Goals and Activities

• Are the work activities developmentally appropriate?
  
  
• Are the work activities functional?
  
  
• Are the work activities able to be generalized in other settings?
  
  
• Do the work activities promote independence?
  
  
• Are the work activities coordinated with the child’s goals and parental priorities and practices?
  
  
• Do the tasks utilize different skills and have different objectives?
  
  
• Do the activities incorporate the child’s special interests, strengths, and emerging skills?
  
  
• Are the activities inherently reinforcing?
  
  
• Are the materials changed on a regular basis and not repeated more than one time per day?
  
  
• Are the work materials age-appropriate?
  
  
• Does the student understand he is supposed to keep his work intact?

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