Elizabeth Curtin 1 Instructional Setting Inventory

Instructional Setting Inventory

Elizabeth Curtin SPED 448

Elizabeth Curtin 2 Instructional Setting Inventory

Step 1: Identify Potential Settings for Instruction

1. Each day when D prepares a snack or meal, he will use a knife and fork to cut food. D will cut appropriate (food that is able to be cut) food with a fork and knife into bite-size pieces after preparing the meal. \ Mastery will be cutting appropriate food 100% of mealtime opportunities for 5 consecutive days. a. Applebees b. School Cafeteria c. Panera Bread d. Chilis Restaurant e. Champaign YMCA f. Market Place Mall g. Activities and Recreation Center (ARC) 2. During a fire drill, D will practice the appropriate escape route as pre planned for that environment. D will listen to his teachers directions and follow the pre-determined path out and away from the building. D will complete these steps while waking and remaining quiet as to listen to directions from the teacher. Mastery will be following the correct escape route out and away from the school building on all presented opportunities for 6 consecutive months. a. General Education Classroom b. School Cafeteria c. School Library d. School Locker Room e. School Gym f. School Hallway g. School Office h. School Bathroom i. County Market j. Champaign YMCA k. Activities and Recreation Center (ARC) l. Campus Recreation Center East (CRCE) m. Champaign Public Library n. Market Place Mall o. Applebees Restaurant p. McDonalds q. Panera Bread r. Chilis Restaurant

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3. When asked for his telephone number, D will use his Push to Talk AAC device to communicate his phone number. To do so, D will press the corresponding phone number button on his device. Mastery will be using his AAC device to communicate his telephone number for 3 out of 4 consecutive probe trials. a. General Education Classroom b. School Office c. Activities and Recreation Center (ARC) d. Campus Recreation Center East (CRCE) e. Champaign Public Library f. Market Place Mall 4. Each day at meal/snack time, D will use the timer and microwave to cook his food. To do so, D will follow a task analysis. Mastery will be completing 100 % of the steps in order each time he makes a snack on 5 consecutive days. a. School Cafeteria b. Champaign YMCA c. Activities and Recreation Center (ARC)-Cooking Classroom 5. Each time D changes his shirt, D will follow a task analysis to correctly put on his shirt. Mastery will be completing 100% of steps in order on all daily opportunities for 7 consecutive days. a. School locker room b. Wal-Mart c. Market Place mall d. Activities and Recreation Center (ARC) e. Campus Recreation Center East (CRCE) f. Larkins Place (Champaign, Il) 6. When taking a shower D will place his head under the shower head and wash his hair. D will rinse his hair when entering the shower, put shampoo and scrub his head, and then rinse the shampoo out of his hair. Mastery will be washing his hair in the shower 100% of showers taken for 2 consecutive weeks. a. School locker room b. Activities and Recreation Center (ARC) c. Campus Recreation Center East (CRCE) d. Larkins Place (Champaign,Il) 7. When at an after school club or during a peer interaction opportunity at school, D will use his Push to Talk AAC device to say Hello my name is D and start a conversation by talking about a topic of interest with 1-2 peers in the club. Mastery will be using his AAC device to introduce himself and have a conversation with 1-2 peers for 5 consecutive minutes each time he attends the club for three consecutive weeks. a. General Education Classroom b. School Gym

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c. School Cafeteria d. School Locker Room e. Champaign YMCA f. Activities and Recreation Center (ARC) g. Campus Recreation Center East (CRCE) h. Larkins Place (Champaign, IL) i. New Horizon Church (Johns Friends) j. School Hallway k. School Library 8. When at a recreation center, D will choose an exercise bike, program in 30 minutes of biking, and record his speed and distance in a notebook. Mastery will be choosing a bike, programming the bike for 30 minutes, and accurately recording his average speed and distance each opportunity for 4 weeks. a. Activities and Recreation Center (ARC) b. Champaign Group Fitness c. Campus Recreation Center East (CRCE) d. Illini Union e. Evolve Fitness Club (Champaign, IL) f. Ikenberry Commons Workout Room 9. In any given setting where D is paying for something, D will use the dollar-up strategy to give a cashier correct bills. D will speak the dollar amount aloud (2 dollars, 3 dollars, etc) and then say plus one. D will then provide the cashier the correct number of bills (dollar amount plus one). Mastery will be providing the cashier with the correct number of bills on 4 out of 5 probe trials. a. McDonalds b. Market Place Mall c. School Cafeteria d. Applebees e. County Market f. Activities and Recreation Center (ARC) g. Campus Recreation Center East (CRCE) h. Champaign YMCA i. Dairy Queen j. Steak n Shake k. Illini Union Quad Shop l. Mobil Gas Station m. Panera Bread n. Starbucks o. CoCoMero p. Beverley Theaters

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q. Wal-Mart r. Target 10. When D needs help using his iPad, he will ask for help by approaching his teacher, parent, or other person he will receive help from. After he has approached the person, D will press appropriate iPad buttons to ask May I have help please or specify the specific help he is looking for. Mastery will be approaching the helper and asking a question using the iPad on 3 out of 4 probe trials. a. County Market b. Wal-Mart c. Target d. General Education Classroom e. Market Place Mall f. School Hallway g. School office h. Champaign Public Library

Step 2: Characteristics of Effective Learning Environment

The following list includes the characteristics of an effective learning environment for D to be successful: Organized/neat Clean Hands-on activities Activities less than 30 minutes in length Puzzle activities Opportunities to complete activities independently Hands-on concepts (for the most part) Engaging Limited distractions Small group instruction (w/ peer tutors, too) Some one-on-one instruction Social interaction opportunities Other peers of his own age to engage in activities with (a few peers as to not be a distraction) Smiles/High-fives/verbal praise Primary reinforces (candy, chips, soda) Secondary reinforces (extra time in environment, social interactions, etc)

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Step 3: Procedures for Inventorying Settings

After looking through Ds potential skills, I have determined various environments in which I may provide instruction. In order to collect information about these environments, I will observe each environment for 30-60 minutes on one or more occasions. Taking notes on these observations will help me to have information about a certain place. As well, in some places (school environments, some community environments), I will talk briefly with an employee or administrator. Asking questions to these people will help me to gain more information. Through observations and interviews, I will be able to gain a comprehensive understanding of different environments in which a teacher might provide instruction to D.

Step 4: Conduct an Inventory of the Potential Settings

Attached are the inventories for the following settings: General Education Settings: 8th grade language arts classroom Other School or Educational Environments: School Cafeteria, School Locker Room Community Settings: Activities and Recreation Center (ARC), Campus Recreation Center East (CRCE), Market Place Mall, Wal-Mart, Champaign YMCA

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Step 5: Determine Appropriate Settings for Instruction

Age of Student: 16

IEP Objective 1. Each day when D prepares a snack or meal, he will use a knife and fork to cut food. D will cut appropriate (food that is able to be cut) food with a fork and knife into bite-size pieces after preparing the meal. Mastery will be cutting appropriate food 100% of mealtime opportunities for 5 consecutive days. 2. During a fire drill, D will practice the appropriate escape route as pre planned for that environment. D will listen to his teachers directions and follow the predetermined path out and away from the building. D will complete these steps while waking and remaining quiet as to listen to directions from the teacher. Mastery will be following the correct escape route out and away from the school building on all presented opportunities for 6 consecutive months.

Setting 1. Activities and Recreation Center (Cooking Classroom) 2. Market Place Mall(Food Court) 3. School Cafeteria (Seating Area) 4. Champaign YMCA (Dining area)

Activities 1. Eating food, cutting food, using a fork to eat food 2. Eating food, cutting food, using a fork to eat food 3. Eating food, cutting food, using a fork to eat food 4. Eating food, cutting food, using a fork to eat food

1. Activities and Recreation Center 2. Campus Recreation Center East 3. General Education Classroom 4. Market Place Mall 5. School Cafeteria 6. School Locker Room 7. Wal-Mart 8. Champaign YMCA

1-8. look for various escape routes , practice escape routes in emergency situations

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3. When asked for his telephone number, D will use his Push to Talk AAC device to communicate his phone number. To do so, D will press the corresponding phone number button on his device. Mastery will be using his AAC device to communicate his telephone number for 3 out of 4 consecutive probe trials. 4. Each day at meal/snack time, D will use the timer and microwave to cook his food. To do so, D will follow a task analysis. Mastery will be completing 100 % of the steps in order each time he makes a snack on 5 consecutive days.

1. Activities and Recreation Center (Front Desk) 2. Campus Recreation Center East (Front Desk) 3. General Education Classroom 4. Market Place Mall (Store)

1. School Cafeteria (Kitchen Area) 2. Champaign YMCA (Kitchen Area) 3. Activities and Recreation Center (Cooking Classroom)

1. provide front desk with personal information to get a pass to workout 2. provide front desk with personal information to get a pass to workout 3. If the teacher asks D for his phone number so she can contact his parents, D can use his AAC to communicate it. 4. D may be asked his name and phone number for the store database 1. Make lunch, cook lunch for appropriate amount of time , cook lunch using microwave 2. make lunch, cook lunch for appropriate amount of time , cook lunch using microwave 3. make lunch, cook lunch for appropriate amount of time , cook lunch using microwave 1. Changing clothes before/after gym 2. Changing clothing to try on new clothes to buy 3. Changing clothing to try on new clothes to buy 4. Change in and out of workout clothes 6. Change in and out of workout clothes

5. Each time D changes his shirt, D will follow a task analysis to correctly put on his shirt. Mastery will be completing 100% of steps in order on all daily opportunities for 7 consecutive days.

1. School Locker Room 2. Wal-Mart (Dressing Room) 3. Market Place Mall (Dressing Room) 4. Activities and Recreation Center (Locker Room) 5. Campus Recreation Center East (Locker Room)

Elizabeth Curtin 9 Instructional Setting Inventory 6.When taking a shower D will place his head under the shower head and wash his hair. D will rinse his hair when entering the shower, put shampoo and scrub his head, and then rinse the shampoo out of his hair. Mastery will be washing his hair in the shower 100% of showers taken for 2 consecutive weeks. 1. School Locker Room (showers) 2. Activities and Recreation Center (locker room showers) 3. Campus Recreation Center East (locker room showers) 1. Take a shower after gym class 2. take shower after workout 3. take shower after workout

7. When at an after school club or during a peer interaction opportunity at school, D will use his Push to Talk AAC device to say Hello my name is D and start a conversation by talking about a topic of interest with 1-2 peers in the club. Mastery will be using his AAC device to introduce himself and start a conversation with 1-2 peers for 5 consecutive minutes each time he attends the club for three consecutive weeks.

1. General Education Classroom 2. School Cafeteria (Seating Area) 3. School Locker Room 4. Champaign YMCA 5. Activities and Recreation Center (ARC) 6. Campus Recreation Center East (CRCE)

1. D can start a conversation with a peer during group work time using his AAC device 2. Start conversation with peers he is sitting with for lunch 3. Talk/have conversation with peers while changing clothes 4. Meet for community organizations/groups such as youth groups or volunteer organizations and talk with other group members 5. Start conversation with another person working out nearby 6. Start conversation with another person working out nearby

Elizabeth Curtin 10 Instructional Setting Inventory 8. When at a recreation center, D will choose an exercise bike, program in 30 minutes of biking, and record his speed and distance in a notebook. Mastery will be choosing a bike, programming the bike for 30 minutes, and accurately recording his average speed and distance each opportunity for 4 weeks. 9. In any given setting where D is paying for something, D will use the dollar-up strategy to give a cashier correct bills. D will speak the dollar amount aloud (2 dollars, 3 dollars, etc) and then say plus one. D will then provide the cashier the correct number of bills (dollar amount plus one). Mastery will be providing the cashier with the correct number of bills on 4 out of 5 probe trials. 1. Activities and Recreation Center (Biking Area) 2. Campus Recreation Center East (Biking Area) 1. Bike for 30 minutes and monitor progress 2. Bike for 30 minutes and monitor progress

1. Market Place Mall (Various stores/restaurants) 2. Activities and Recreation Center (caf area) 3. Campus Recreation Center East (caf area) 4. Champaign YMCA (Front Desk/cafeteria) 5. Wal-Mart (Register) 6. School Cafeteria (Register)

1. Paying for item/food D wants to purchase 2. Pay for food/drink 3. Pay for food/drink 4. Pay for food (chips/candy) 5. Pay for item D wants to purchase 6. Pay for food bought for lunch

Elizabeth Curtin 11 Instructional Setting Inventory 10. When D needs help using his iPad, he will ask for help by approaching his teacher, parent, or other person he will receive help from. After he has approached the person, D will press appropriate iPad buttons to ask May I have help please or specify the specific help he is looking for. Mastery will be approaching the helper and asking a question using the iPad on 3 out of 4 probe trials. 1. General Education Classroom 2. Wal-Mart 3. Market Place Mall (stores) 1. During any classroom activity that D needs help with, D can approach his teacher or another student and use his iPad to ask for assistance 2. Ask an employee for help finding an item 3. Ask an employee for help finding an item

Step 6: Provide a Rationale for Your Recommendations

Throughout this assignment, I found myself constantly visualizing instructing D in each environment. As I began to choose which environments I thought would be best to inventory, I found myself looking for a variety of characteristics, meaningfulness, and versatility in each environment that would best suit Ds specific learning needs. First, I decided to choose environments that adequately matched Ds learning characteristics and personal preferences. For example, I knew D loved engaging and active activities. As well, I knew D enjoyed being around other people and always wanted to interact with others. Still, I kept in mind that D was easily distracted, so I was hesitant to choose environments that could be over stimulating and overwhelming. After taking these factors into consideration, I chose environments that were active and had people for D to interact with. I also choose environments that would allow D to be instructed one-on-one or in a small group. Environments like the ARC, CRCE, Market Place

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Mall, and the School Cafeteria provided D social interaction in an active and fast-paced environment. As well, these environments would allow D a chance to be instructed in a nondistracting way and could also allow D the chance to practice his skills independently. Overall, the environments chosen are a good mix of engagement (without over stimulation), activity, and independent opportunities that would encourage Ds skills development. In addition to Ds personal preferences and learning needs, many of the settings I chose provide multiple opportunities for D to develop many different skills. For example, Market Place Mall allows D to practice his eating skills, dressing skills, communicating skills, and paying skills. Similarly, the ARC and CRCE allow D to practice his cooking, changing, showering, eating, exercising, social, and paying skills. Finally, the school environments chosen also allow D to practice multiple skills. The classroom, cafeteria, and locker room present opportunities for social, domestic, and self-care skill practice. As shown in these examples, the environments I decided to inventory would allow Ds instructors to teach multiple skills in the same place. Thus, D can become familiar with these places in the community while developing multiple (and seemingly unrelated) skills. The versatility of the environments chosen will make instruction efficient and effective. Finally, while the environments chosen are very versatile and match Ds individual needs, the activities that the environments allow for are meaningful and natural. Each of the activities chosen for the various environments would allow D naturally occurring opportunities to develop and practice skills. Instructing D with these meaningful and naturally occurring opportunities will facilitate maintenance and generalization. D will not feel out-of-place, and he will be encouraged to practice his skills in a way that feels effective and normal. The settings chosen, I believe, are the best settings for Ds skill instruction. The other possible settings would

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not provide D with as many opportunities as the ones inventoried. The other environments I chose not to inventory would only allow D to practice one or two skills. Also, some of the environments would not provide as many naturally occurring and meaningful opportunities. In all, an accumulation of Ds learning preferences, the versatility of opportunities the environments present, and the meaningfulness and naturalness of the activities that take place factored into my decision on which environments to inventory. After looking at these three different components together, I was able to choose the environments I believed would best facilitated Ds education.

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Community Inventory
Location: Activities and Recreation Center (ARC) Time of Observation: 1:00pm 1. What, if any, unusual characteristics are present in the setting? There were no unusual characteristics in this setting. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment Entire ARC Activities -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -Make food (IEP #4) -eating food (IEP #1) -cutting food(IEP #1) -using a fork to eat food (IEP #1) -Start conversation with another person working out (IEP #7) -Bike for 30 minutes and monitor progress (IEP #8) -provide front desk with personal information to get a pass to workout (IEP #3) -change in and out of workout clothes (IEP #5) -take shower after workout (IEP #6) -pay for food/drink (IEP #9)

2.

3.

Cooking Classroom

Workout Area (Bikes)

Front Desk Area

Locker Rooms Caf Area

4.

Were employees easily sighted? Explain. Yes, employees were easily sighted. Many employees were walking around and working at various desks. They were monitoring the different workout areas and were easily visible at all times. Were employees available for assistance? Explain. Employees were extremely available and helpful. At any time, a customer would be able to find an employee and ask for help. There were many employees working and they always seemed willing and able to provide assistance to anyone who needed it.

5.

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6.

Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) This environment was not overly friendly, but it was also not a negative place. Similarly to Wal-mart, everyone in the ARC kept to themselves. I did not observe many people interacting or talking. Yet, everyone still seemed happy and nice. Thus, while I dont believe that this environment was overly positive, I think that it simply encourages more individual activities. I do believe that D would be easily accepted into this environment. I dont believe people in this environment would think anything negatively of D being provided instruction there.

7.

Are there safety concerns for participating in this setting? If D were to be provided biking instruction in this environment, someone would need to work with him on safety. It is slightly concerning to have someone working out on the bikes with no experience working with this type of equipment. If used improperly, D could potentially get hurt on the workout equipment. Thus, safety is of slight concern in this environment. How does this setting match the learning characteristics and preferences of the student? This setting matches the preferences of the student in some ways. It is extremely active, and I believe D would be quite engaged in the activities. He loves doing active things, so a recreation center seems to be the perfect environment. As well, there are many people around his age that workout at the ARC since it is on campus. This would allow D the opportunity to converse with his peers. Finally, the ARC would allow one-on-one and small group instructional opportunities. While these qualities match Ds learning needs, the ARC can be distracting because there are so many people. Also, while there are students around Ds age, many of them did not interact. This would be a concern because while there seems to be much opportunity for social interaction, Im not sure how much interaction would actually occur. Would you recommend this setting for instruction? Why or why not? I would most definitely recommend this setting for instruction. It presents multiple opportunities for D. The ARC would allow D to work on his domestic, community, and leisure skills. The versatility the ARC provides would make instruction very efficient and productive, and D would be able to work on multiple skills at the same time. When I observed this environment, I was able to picture D learning there. I think the engaging, active, and positive atmosphere would excite and encourage Ds learning.

8.

9.

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Community Inventory
Location: Campus Recreation Center East (CRCE) Time of Observation: 1:00pm 1. What, if any, unusual characteristics are present in the setting? There were no unusual characteristics in this setting.

2. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles.

3. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment Entire ARC Activities -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -Start conversation with another person working out (IEP #7) -Bike for 30 minutes and monitor progress (IEP #8) -provide front desk with personal information to get a pass to workout (IEP #3) -change in and out of workout clothes (IEP #5) -take shower after workout (IEP #6) -pay for food/drink (IEP #9)

Workout Area (Bikes)

Front Desk Area Locker Rooms Caf Area

4. Were employees easily sighted? Explain. Yes, employees were easily sighted. There were many employees walking around making notes about different areas of CRCE. As well, multiple employees were working at the front desk.

5. Were employees available for assistance? Explain. Yes, employees were available for assistance. As stated above, there were many employees that were visible. These employees were walking around and working the front desk. At any time, a customer would be able to approach them for help. They seemed very nice and willing to help.

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6. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate of the setting was very upbeat and active. Since it is a recreation center, there were obviously many people working out/exercising. I did not observe much interaction between people, though. Most people kept to themselves and did their own workout. At the same time, I did not observe any negativity. It was more of a neutral location. I believe D would be easily accepted into this environment. The employees were very nice and welcoming to customers, and the people inside did not seem uninviting. Thus, I think D would be welcomed and accepted.

7. Are there safety concerns for participating in this setting? The only concern for this location would be safety using exercising equipment. D would need to be trained to use the biking equipment properly. If he is not, he may get hurt. This would be the only safety concern for this environment, though.

8. How does this setting match the learning characteristics and preferences of the student? This setting matches Ds learning characteristics well. First, it is an extremely upbeat and active environment. Since D enjoys doing active things, this environment would allow him to be energetic and engaged. Also, this setting has a lot of people. Thus, D might have multiple opportunities for social interactions with peers of his own age. Yet, while there are students around Ds age, many of them did not interact. This would be a concern because while there seems to be much opportunity for social interaction, the interactions might not actually take place. Finally, there is much opportunity for different kinds of instruction because CRCE is extremely large. So, D would be able to have small group and one-on-one instruction as well as independence. While the environment does match Ds preferences well, it might be slightly distracting. Thus, it would be important to instruct D in this environment by eliminating as many distractions as possible (go at less busy times of the day, rent out a workout room, etc).

9. Would you recommend this setting for instruction? Why or why not? I would most definitely recommend CRCE for Ds instruction. It presents many opportunities for D to practice his skills. First, it matches his learning characteristics and preferences well, and it is very versatile. D would be able to practice community, domestic, and leisure skills in this environment. As well, the environment is easily accessible to community members, and Ds teachers could provide multiple types of instruction. The activeness, engagement, and positivity I observed at CRCE leads me to believe D could be successful there.

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Location: 8 grade general education language arts classroom Day/Time: 3/27/23, 10:45am Method of Data Collection: Observation/Interview 1. Is the physical environment accessible for the student? If not, what would it take to make the room physically accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles.

th

School Inventory

2.

List the general classroom routine (i.e., major activities and tasks) for the specific time period you observe. a. Teacher gives overview of days activities b. Read aloud done by teacher c. Go over previous days grammar homework d. Discuss persuasive essay assignment due at end of week e. Peer editing of persuasive essay rough drafts f. Time to edit essays- some students on paper, some in pairs, some on computers g. Sustained Silent Reading

3.

How could the student address his/her IEP objectives in this class (i.e., list specific activities in which IEP objectives could be addressed)? IEP 2: During a fire drill, D could practice emergency procedures by exiting out of room. IEP 3: If the teacher asks D for his phone number so she can contact his parents, D can use his AAC to communicate it. IEP 7: D can start a conversation with a peer during group work time using his AAC device. IEP 10: During any classroom activity that D needs help with, D can approach his teacher or another student and use his iPad to ask for assistance. How were students grouped for instruction? In the beginning of the period, the students were grouped as a whole. They were also grouped as a whole when they were going over their previous days homework assignment. Then, students were grouped in peers (heterogeneously) to peer edit each others persuasive essay rough drafts. Then, when students had time to work on editing their essays, some students worked individually (at their desks or on the computer) and others worked as groups. Students were paired if a specific student needed a little extra help with his/her edits. There were 3 groups of 2 students. Describe the teachers teaching style and method of classroom management. The teacher allows much independence for her students. She allows her students to work in groups and independently. I did not observe much direct instruction by the teacher (mostly individual/group work). This may have been because students were working on peer editing. I did observe the teacher providing specific feedback when going over the previous

4.

5.

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days homework assignment. When students got the answer incorrectly, she did provide direct instruction and reasoning for the correct answer. As well, the teacher acted as a resource for the students in her classroom. When students were working in pairs and independently, she was walking around checking in with each group/student. Overall, the teacher seemed to have a very relaxed, open, and engaging classroom environment. She also acted as a helper to students and monitored students progress by checking in with each group. 6. Describe the classroom climate (e.g., Is it friendly? Will students with disabilities be easily accepted? What is the teachers attitude toward the students and other adults in the classroom?) This classroom seems extremely friendly. When I entered, all of the students and teacher smiled at me and many said hello. When students were working in groups, they worked very nicely together and seemed to genuinely care about each others essays. I did not observe any negativity while I was in the classroom. This leads me to believe the classroom is extremely inviting. Everyone seemed very positive and happy to be there. I believe that students with disabilities would be easily accepted because of the environment that the teacher and students have created. I would not be at all hesitant to provide instruction to D in this classroom.

7.

How does this setting match the learning characteristics and preferences of the student? This classroom provides opportunities for individual and group work. This would be good for D as he enjoys some independent work time as well as group work. This would allow D to interact with his same-aged peers in an educational setting. As well, there is room for small group instruction/peer tutoring which could help D develop his skills. The activities done in this class usually take about 20-35 minutes, so D would be able to stay engaged in the activities. Finally, I observed the teacher providing positive verbal and non-verbal reinforcement which would be beneficial to Ds development. Overall, the individual, group, and social opportunities in this classroom would facilitate Ds academic, social, emergency response, and communication skills. Would you recommend this setting for instruction? Why or why not? I would recommend this setting for instruction for a few different reasons. First, this classroom seems extremely welcoming and adaptable. This setting would allow D to learn in a way that best suits him. In addition to academic opportunities in this classroom, the social interaction and group activities D would have the opportunity in which to participate would allow him to practice conversation with peers using his AAC device and iPad. This classroom would also provide D with the opportunity to practice emergency response procedures when fire/tornado drills occurred. In addition to the presented opportunities, the climate, teacher, and peers in this classroom would encourage Ds development.

8.

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Community Inventory
Location: Market Place Mall Time of Observation: 2:00pm 1. What, if any, unusual characteristics are present in the setting? There are no specifically unusual characteristics in this setting. There are many stores and restaurants which makes the mall slightly unusual because this one place addresses multiple needs (clothing, food, self-care, etc). Thus, this environment presents a variety of opportunities because of the versatility of environments within it.

2.

Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles.

3.

What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment Food Court Activities -eating food (IEP #1) -cutting food(IEP #1) -using a fork to eat food (IEP #1) -paying for desired food (IEP #9) -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -D may be asked his name and phone number for the store database (IEP # 3) -Trying on clothing in a dressing room (IEP #5) -Paying for desired items (IEP #9) -ask an employee for help finding an item (IEP #10)

Entire Mall

Store (clothing, jewelry, shoe, department, etc)

4.

Were employees easily sighted? Explain. There were many mall employees everywhere. In all the stores and common areas workers were walking around and very visible. Were employees available for assistance? Explain. Depending on the sub-environment, employees were available for assistance in different ways/amounts. Some stores had employees walking around greeting/helping customers. Other sub-environments had employees, but customers had to approach the employee for help. Regardless, each environment had employees who could potentially help D if he needed assistance

5.

Elizabeth Curtin 21 Instructional Setting Inventory

6.

Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) From what I observed, Market Place Mall is an extremely friendly and inviting environment. Many of the sub-environments had employees that would greet you (Welcome to ____; Can I help you with something?). Most customers and employees seemed positive and happy which made the environment seem welcoming and positive. In my opinion, people with disabilities would be accepted. I saw a variety of people (adults, children, men, women, different races, etc) which leads me to believe that this is a versatile and open place for any individual. Are there safety concerns for participating in this setting? A main concern I would have for participating in this setting would be the size of the mall. The mall is extremely large and there are many people present. This could present a safety concern if D were approached by a stranger or got lost. Also, if there were to be an emergency, the size of the environment might make escaping or response procedures difficult to achieve. Otherwise, the mall seemed safe and not harmful. How does this setting match the learning characteristics and preferences of the student? This environment matches some of the learning characteristics and preferences of D. It allows D a variety of opportunities to practice his skills, but it is very large and loud. This could provide for distractions during instruction. There is a lot of activity, though, which might engage D. As well, the mall was pretty clean and most of the stores were organized. The activities/skills practiced in this mall would be relatively short (under 30 minutes), so it would allow D to remain attentive. Finally, this environment presents opportunities for independence for D. D would be able to practice his skills individually while a supervisor was nearby. Through these characteristics, D would be able to be provided with effective instruction that would meet his individual learning needs. Would you recommend this setting for instruction? Why or why not? Market Place Malls seems like a great environment for Ds instruction. It provides multiple opportunities for D to develop a variety of skills (paying, changing, escape routes, eating, etc). The various sub-environments allow D to develop many different types of skills in once place. This is very efficient. As well, the characteristics of the environment would facilitate Ds learning because it is engaging, interactive, friendly, and positive. D would be enjoy working in this environment, and would be welcomed by others, too. Overall, Market Place Mall seems engaging, welcoming, and opportunistic, thus, it would be a positive and enhancing environment for instruction.

7.

8.

9.

Elizabeth Curtin 22 Instructional Setting Inventory

Non-Classroom School Environment

Location: School Cafeteria Day/Time: 3/27/23, 12:00pm Method of Data Collection: Observation 1. What, if any, unusual characteristics are present in the setting? There is a stage in the back of the cafeteria. Since this environment is used as a cafeteria, it was slightly unusual that there was a small stage. Yet, this stage did not appear to be in use. 2. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacle 3. What are the sub-environments in this setting where the student addresses his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills.
Sub-Environment Seating Area Activities -eating food (IEP #1) -cutting food(IEP #1) -using a fork to eat food (IEP #1) -Start conversations with peers (IEP #7) -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -cook food using microwave (IEP #4) -cook food for appropriate amount of time (IEP #4)

Entire cafeteria

Kitchen Area

Food Line

-Use money to pay for food (IEP #9)

4. Were adults easily sighted? Explain. Yes, adults were easily sighted. The school cafeteria employees as well as a teacher supervisor were easily visible. The cafeteria staff was standing in line serving food and taking money and the teacher supervisor was walking all around the cafeteria. 5. Were adults available for assistance? Explain. Yes, adults were available for assistance. There was a teacher supervisors. At any time, the students could approach the teacher supervisor for assistance if needed. Also, if the teacher was unavailable, the cafeteria staff would be available for assistance, too.

Elizabeth Curtin 23 Instructional Setting Inventory

6. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted?) This environment seemed very upbeat and loud. There were a lot of students in the lunchroom at this time so it was quite hectic. Yet, all the students seemed to be happy and friendly. I did not notice any negativity or fighting among any of the people in the lunchroom. This positivity, social interaction, and happiness I felt in the lunchroom leads me to believe D would be accepted in this environment. While the environment might be a little overwhelming for him, I believe that the students without disability would be very accepting of D. 7. Are there safety concerns for participating in this setting? There are many students in this setting. If there were to be a large emergency (fire, tornado, etc), it would be a concern to have so many students trying to exit the same room at a time. As well, having so many people in one room poses a general safety concern. The more people that are in a room the more likely it is that a negative event would happen. Thus, this environment does pose some safety concerns, yet, there is no one in specific that I noticed. 8. How does this setting match the characteristics and preferences of the student? This setting promotes social interaction. This setting would allow D to interact with many of his peers at once. As well, the school lunchroom is a perfect opportunity for D to have a casual conversation with a peer without interrupting academics. Also, this gives D a chance for small group interaction because students sit together in friend groups. Finally, having conversations with peers will allow for natural reinforcement. The more D talks with his peers, the more they will talk back (natural reinforcement through continued interactions). While these characteristics will promote development for D, this environment could be too overwhelming for D. It is very loud and chaotic, so attempting to choose a time that has as few students and noise as possible would be more effective. 9. Would you recommend this setting for instruction? Why or why not? I do believe this setting has the potential to be a good place to provide instruction to D. This environment, like many others, allows D many opportunities to interact socially. In addition to social interaction, D is able to practice his meal making and eating skills. In the cafeteria, D is presented with natural opportunities to practice knife and fork use, paying using the dollar up strategy, and using a microwave/timer. It is important to provide instruction for these paying/eating skills in a natural environment so students can generalize the skill and learn in a natural setting. Thus, the cafeteria provides multiple opportunities for D to develop various skills. This environment is loud and hectic, but modifying the environment slightly should provide D with a great learning environment.

Elizabeth Curtin 24 Instructional Setting Inventory

Non-Classroom School Environment

Location: School Locker Room Day/Time: 3/27/23, 10:45am Method of Data Collection: Observation 1. What, if any, unusual characteristics are present in the setting? There is another student with a disability and one-on-one aide in the locker room during my observed period. 2. Is the environment accessible for the student? If not, what would it take to make the setting accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles.

3. What are the sub-environments in this setting where the student addresses his/her goals? For each potential sub-environment, identify the activities that would allow for instruction in key skills.
Sub-Environment Locker room as a whole Activities -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -Changing clothing (IEP #5) -Talk/have conversation with peers while changing clothes (IEP #7) -Take a shower (IEP #6)

Locker Area

Shower

4. Were adults easily sighted? Explain. Yes, adults were easily sighted. The employees included a one-on-one aide and one gym teacher. The aide was out with the students in the locker room and the gym teacher was in her office which had a large window that students could see through. 5. Were adults available for assistance? Explain. Yes, adults were available for assistance. At any point the students could approach the aide or gym teacher. The gym teachers office door was open and inviting for students.

Elizabeth Curtin 25 Instructional Setting Inventory

6. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted?) This environment seemed very upbeat and welcoming. I observed many students interacting positively with one another. As students changed and walked outside, they were consistently talking and interacting socially with one another. I did not observe any students talking with the student with a disability, though. While I did not observe this, I believe that if given the opportunity/encouraged, D and his peers would be able to interact in this environment. Since all of the students seemed extremely friendly and outgoing, I believe D would be accepted into this environment. 7. Are there safety concerns for participating in this setting? There are no major safety concerns for participating in this setting. Realistically, if a student showered the floor might be wet which could create safety concerns. Yet, not many students shower so on a normal basis this would not be an issue. When D does practice showering, he would need to take extra precautions to ensure he did not slip on the wet floor. 8. How does this setting match the characteristics and preferences of the student? This setting promotes social interaction greatly. I believe the school locker room would engage D because he would have multiple opportunities to interact with his peers. There is also room for one-on-one instruction for showering and changing if D had an aide with him. While this environment does promote these experiences for D, it seems to be a little distracting and overwhelming. 9. Would you recommend this setting for instruction? Why or why not? I believe this setting has the potential to be a good place to provide instruction to D. The locker room can be a little distracting and overwhelming. D might have difficulty concentrating on mastering his objectives if he was distracted by so much noise and movement. Instead, this might be a good environment to practice the self-care skills at a time that fewer students are present. On the other hand, the locker room presents great opportunities to practice changing and showering in a school environment. This would be beneficial because D could practice skills that are typically taught at home in a school setting. Finally, having an opportunity to interact with peers in a nonacademic way would allow D to practice his social and conversational skills. In my opinion, slight modifications to this environment (less noise, less people) would make the school locker room a great place to instruct D.

Elizabeth Curtin 26 Instructional Setting Inventory

Community Inventory
Location: Wal-Mart Champaign, IL Time of Observation: 12:30pm 1. What, if any, unusual characteristics are present in the setting? There was a fundraiser being done outside of Wal-Mart. Children were raising funds by selling candy outside their school. As well, inside of Wal-Mart there were two people giving out samples in the food area. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Activities -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -ask an employee for help finding an item (IEP #10) -Trying on clothes (IEP #5) -Paying for desired items (IEP #9)

2.

3.

Sub-Environment Entire Wal-Mart store

Dressing Room Register Area

4.

Were employees easily sighted? Explain. Yes, employees were easily sighted. Almost all employees on duty were visible. Some were at the registers, some were at customer service, and some were walking around the store helping customers and stocking items.

5.

Were employees available for assistance? Explain. Yes there were many employees walking around the stores stocking items and helping customers. These employees were approachable to ask for assistance finding an item or with something else. One of their main jobs was specifically act as assistance for customers.

Elizabeth Curtin 27 Instructional Setting Inventory

6.

Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) While this setting does not seem overly friendly, it does not seem uninviting, either. I did not see much interaction between the customers or employees. As well, most people minded their own business and acted as individuals. That being said, I did not observe any negativity. So, while everyone kept to themselves for the most part, this does not mean that it was a negative or uninviting place.

7.

Are there safety concerns for participating in this setting? There are no safety concerns for participating or being instructed in Wal-Mart. While there are many people, this place is extremely large and open. As long as D remains under the supervision of a teacher or another adult, he should not be in danger.

8.

How does this setting match the learning characteristics and preferences of the student? This environment matches the learning characteristics of D in a few ways. First, while there are many items in Wal-Mart, everything is quite clean and organized. As well, all activities that would be used to teach various skills would be hands-on in this location. This location would allow D to be engaged in various activities and be very hands-on in his learning. This environment presents opportunities for independence for D. D would be able to practice his skills individually while a supervisor was nearby. Finally, there are primary reinforces readily available in the setting.

9.

Would you recommend this setting for instruction? Why or why not? I would recommend this setting for Ds instruction. It would allow D opportunities to practice various skills in the community. He would be able to practice both self-care as well as community skills in a community setting. As well, this would give D an opportunity to spend time in the community in a productive manner. Finally, while there are many people in the setting, the setting is big enough that D would still be engaged and able to learn without being overwhelmed. While people were not overly friendly, they left each other alone so D would be able to be instructed individually and in a non-distracting manner.

Elizabeth Curtin 28 Instructional Setting Inventory

Community Inventory
Location: Champaign YMCA Time of Observation: 2:00pm 1. What, if any, unusual characteristics are present in the setting? Part of this location is housing for university students. While this location presents many opportunities for instruction, it is unique in that it acts as housing, too.

2.

Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the environment is accessible. D is fully mobile so the classroom would present no obstacles.

3.

What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment Activities -look for various escape routes (IEP #2) -practice escape routes in emergency situations (IEP #2) -meet for community organizations/groups such as youth groups or volunteer organizations and talk with other group members (IEP #7) -pay for food (chips/candy) (IEP #9) -Make food (IEP #4) -eating food (IEP #1) -cutting food(IEP #1) -using a fork to eat food (IEP #1)

Entire YMCA

Multipurpose Rooms

Front Desk Kitchen Dining Area

4.

Were employees easily sighted? Explain. Yes, employees were walking around and working at the front desk. There was an employee on every floor and many offices where employees were working.

5.

Were employees available for assistance? Explain. Yes, employees were available for assistance. There was an employee at the front desk. Many people were approaching this employee with questions and she was answering and helping people.

Elizabeth Curtin 29 Instructional Setting Inventory

6.

Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities be easily accepted? What are employees attitudes toward customers?) The climate of this environment was extremely happy. There were many people coming in and out of the YMCA, talking with one another, and participating in activities. Everyone was smiling and working well with one another. All the employees were nice and very helpful. Also, everyone was smiling and saying hello to people they did not know. There were meetings and activities (blood drives, eatery, fundraiser), and the people participating seemed excited and outgoing. I believe that D would be easily accepted into this environment. Everyone seemed very nice and the environment overall was welcoming and positive.

7.

Are there safety concerns for participating in this setting? I did not notice any safety concerns in this setting.

8.

How does this setting match the learning characteristics and preferences of the student? This setting matches Ds learning characteristics and preferences. It was extremely clean and organized, and there were also many people around. The people in the environment were teenagers/young adults, so D would be engaged and able to talk with these people. Also, there seem to be many engaging activities and organizations. There were a variety of events happening when I observed (blood drive, fundraiser, meetings, etc), and I believe that D would enjoy the variety of activities this environment presents. These events would allow for both group and one-on-one instruction. Finally, this environment is very positive and would facilitate secondary and natural reinforcements.

9.

Would you recommend this setting for instruction? Why or why not? I think the setting was an adequate match for D and his instructional needs. It presents opportunities for D to practice some of his skills. Yet, after inventorying this environment, I noticed that it does not present as many opportunities as I anticipated. While this environment does allow D to practice some of his objectives, the YMCA was not necessarily unique in any way. Since no specific events happen here, the environment is more for multipurpose and random use. Thus, I believe that while this environment would allow some instruction, there may be more efficient and educational environments. If I were to provide instruction, I would try to choose a more unique and helpful environment.