Justin Schanck

5/17/16
Classroom Organization

If Aaron were on my caseload, I would listen to the concerns of the general education teachers
and address everyone to the best of my ability. I would see if there was a centralized location
were Aarons equipment could be housed when he was not using it for class. This would have to
be a place that everyone was made aware of so, if Aaron left the class when an assignment was
presented, they would know where he was going. The possibility of locations could be in one of
his teachers rooms in a closet, a resource room, a closet in the media center, or any other
location agreed upon by the IEP team committee members. It would also be important for me to
work on the Expanded Core Curriculum area of Independent Living Skills if I want Aaron to
become more responsible regarding his materials. With the input of the staff and Aaron, we
could create a goal together that would reflect Aaron having to obtain specific devices depending
on the assignment given, and placing them back in the same location when they are not in use. I
think that listening to the concerns of the teachers and having them provide input into the plan
and success of Aaron would create a more positive environment. I also believe that opening the
lines of communication by providing them my contact information would be helpful as well. If
they had any immediate concerns or questions then they could contact me by email or phone.
When I look through the list of items that have been provided to Aaron, I think it would be
beneficial for him to keep some with him throughout the day. The braille notetaker is a device
that Aaron will probably need to use on a consistent basis when it comes to completing his
classwork and/or taking notes. The other device that I thought he would use consistently would
be the CCTV so he could have access to any notes on the board or if he didnt have access to a
text in braille. I know that it can be difficult to get access to some braille material if you dont
have time to plan and order. This way it would be with him when needed immediately and he
has his notetaker. The other resources could stay in the other location and just be accessed when
needed. I might also get him a bag or a cart to bring his two devices that are necessary and set
up an area in each classroom so his devices dont interfere with the general functions of the
classroom.

References
Koenig, A.J., & Holbrook, M.C. (2000.) Foundations of education: Instructional
strategies for teaching children and youths with visual impairments (2nd ed., Vol.
2). New York: AFB Press.