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Resource 9 Classroom Learning Environment Checklist

This document contains a checklist for evaluating a classroom learning environment for a student with autism. It includes questions about lighting, temperature, visual and auditory distractions, physical surroundings, materials, space, time, transitions, structure, presentation mode, and other learners. The goal is to identify any potential issues and make appropriate adjustments to optimize the student's learning and reduce distractions.

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216 views

Resource 9 Classroom Learning Environment Checklist

This document contains a checklist for evaluating a classroom learning environment for a student with autism. It includes questions about lighting, temperature, visual and auditory distractions, physical surroundings, materials, space, time, transitions, structure, presentation mode, and other learners. The goal is to identify any potential issues and make appropriate adjustments to optimize the student's learning and reduce distractions.

Uploaded by

api-506389013
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Resource 9

Classroom Learning Environment Checklist

Lighting
____ Is there sufficient light?

____ Do the bulbs flicker?

____ Are fluorescent lights a problem?

____ Are there gleaming or reflecting surfaces?

____ Does the lighting cast shadows?

____ Does the student work better with soft or colored light?

____ Is there an area with incandescent light?

Temperature
____ Is the room temperature comfortable for this student?
____ Are there options if they are not comfortable?
____ Is there some air movement or fresh air?

Visual Distractions
____ Is this student distracted by bulletin boards or wall decorations?
____ If so, can the room be visually simplified?
____ Is there a corner or a carrel that is a visually quiet space?
____ Can this student sit near others?
____ Can this student sit near windows?
____ Can this student sit with people nearby or moving around him or her?

Auditory Distractions
____ Is the teacher rarely asked to repeat himself or herself?
____ Are there hums, buzzes, or other noises outside the classroom?
____ Is the in-classroom noise disturbing?
____ Are there bells or buzzers that upset the student?
____ Does the student work best in silence?

Working with Students with Autism in the Schools


Resource 9

____ Does the student work best with music or TV?


____ Does the student work best near other students?

Physical Surroundings
____ Does the student work best sitting upright in a straight-back chair?
____ Does the student work best sitting in an easy chair, on the floor, at a desk, at a table, or where
he or she is able to move?
____ Does the student need more than one work area to facilitate movement?

Materials
____ Are the materials accessible to the student?
____ Are the materials organized and clearly labeled?

Space
____ Is the room arrangement suitable for a variety of activities?
____ Are there areas for the student to go for reinforcement?
____ Are there places for rest and quiet or to work independently or one-on-one?
____ Are there places to be disciplined privately?
____ Are there places for sensory input?
____ Are areas labeled by words, pictures, or colors?
____ Is the environment clean and orderly?
____ Have barriers for the physically disabled been removed?

Time
____ Are activities scheduled productively?
____ Are there breaks and activities scheduled?
____ How long can the student maintain productive attention?
____ Is the student a slow or fast worker?
____ What kind of prompts help?
____ Is there a visual system to help organize time?

Transitions
____ Is there difficulty transitioning to new activities or areas?

Working with Students with Autism in the Schools


Resource 9

____ Are there warnings, visual schedules, or cues?


____ Are liked and disliked activities alternated?

Closure
____ Are beginnings and endings clearly understood?
____ Can the student stop before the task is finished?
____ Must the student be motivated to complete work?

Structure
____ Does the student like the task to be completely directed?
____ Does the student like choices?
____ Does the student prefer independent learning?
____ How broad of a choice can the student make?

Other Learners
Does the student work best:
____ Alone?
____ In small groups?
____ In cooperative groups?
____ In large groups?
____ Paired with a peer?
____ Paired with an older or younger student?
____ With adult help?

Presentation Mode
Does the student learn by listening, reading, or seeing pictures, demonstrations, films, or video tapes?
________________________________________________________________________________
________________________________________________________________________________

Does the student learn best by discrete trial, practice and repetition, trial and error, trying to explain it
to others, or assisted throughout with decreasing support?
_________________________________________________________________________________

_________________________________________________________________________________

Working with Students with Autism in the Schools


Resource 9

Does the student learn from group lectures, drill, practice sheets, computer practice, building models,
or with games?
_________________________________________________________________________________

_________________________________________________________________________________

Does the student learn best with music, creative projects, role playing or simulation, or programmed
instruction?
_________________________________________________________________________________

_________________________________________________________________________________

Does the student learn best taking pre- and post-tests, peer teaching, one-on-one instruction, or
discussion?
_________________________________________________________________________________

_________________________________________________________________________________

Working with Students with Autism in the Schools

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