Running head: Classroom environment plan

Classroom Environment Plan

Learning Team A
Maria Bighiu
Ilyse Branin
Cheryl Caesar
University of Phoenix
ID: MABF0O6MR9; SPE/511
Norma Nikutowski
April 9, 2010

Classroom environment plan

Abstract

A Learning Disability is a neurological disorder that affects the way a persons brain is wired, the
way a person receives, process, stores, and responds to information (NCLD, 2010). Learning
disabilities are diagnosed through an assessment process that compare a students intellectual
ability with his/her achievement, when a significant gap is noted between the two, a child with
average to above average intelligence may be diagnosed having a learning disability. In keeping
with the laws of No Child Left Behind, general education classroom teachers must accommodate
students with learning disabilities within their classroom. This change might also include a coteacher or an aide in the room to work with the student. This paper will present a learning
disabled student in an inclusion setting.

Classroom environment plan

Classroom Environment Plan

A Learning Disability is a neurological disorder that affects the way a persons brain is
wired and impacts the way a person receives, process, stores, and responds to information
(NCLD, 2010). Learning disabilities are diagnosed through an assessment process that compare
a students intellectual ability with his/her achievement, when a significant gap is noted between
the two, a child with average to above average intelligence may be diagnosed having a learning
disability. No Child Left Behind (NCLB) requires students to show adequate yearly progress,
which has changed the way many schools present curriculum to students with learning disability.
In the past many learning disabled students were educated in self-contained learning
environments with instruction being delivered at a slower pace than that in the general education
classroom. Because of this, students with learning disabilities, many with IQs higher than their
general education peers were not being exposed to the same rigorous course work that prepared
them to meet state and national standards on high stake assessments. Many schools have
expanded their inclusion practices and are including more learning disabled in the general
education classrooms, with special education support as needed. With this change in educational
practices, general education teachers must ensure that their classrooms meet the learning needs
of all students including those with special needs. This paper will discuss the implications of
developing an effective classroom environment that supports the learning needs of students with
learning disabilities to promote efficient learning.
The classroom environment plan is essential. It is the underpinning of good instruction,
classroom mood, tone and the feeling of safety and trust both from the teacher and by the students within.
The following describes the components of a working classroom environment plan, the type of student
the plan is designed for and the rational behind each component. A graphic representation is also included

Classroom environment plan

and highly recommended for on the job use. In doing so, the teacher can make changes and
accommodations easily based on need, behavior, or accessibility issues.

Accessibility - A student with a learning disability may have delays in the area of spoken
language, written language, math, reasoning, or memory. To make learning accessible for these
students, teachers must ensure that they are planning instruction that caters to the students
strengths to increase their opportunity to gain mastery. Classroom routines should be established
at the beginning of the school year. They save time, reduce interruptions and distractions, and
allow the teacher more time to teach.
When speaking of physical accessibility, the classroom environment needs to be
accessible to increase productivity. Physical accessibility ensures every student in the classroom
has access to the materials used in the classrooms. The arrangement of furniture in a learning
disabled classroom has to be flexible to ensure the students access to different types of activities:
individual, pair, or small group activity. Students folders, textbooks, dictionaries, spell checkers,
maps, calculators, and other materials used in the classroom need to be accessible to any student.
For learning disabled students, it is very important to know exactly where all these materials are,
so they feel comfortable to use them whenever they need them. Pencils, pens, markers, erasers,
paper are few of the school supplies the students need. The teacher will place these supplies in an
accessible and visible area for the students, so that minimal interruptions of the lesson will occur.
Mobility - Students who have learning disabilities may have sensory diet issues that need
to be addressed during classroom instruction to allow the students to stay on task and receive the
input they require to regulate themselves. This may mean the student has to sit on his/her feet in
the chair or walk to the garbage can two times before they begin their written work. Teachers

Classroom environment plan

need to be aware of these needs, and ensure that the student can move around as need to support
his/her processing the instructional materials.
Room Arrangement - Student work areas and off bound areas of the classroom should be
clearly labeled. Students should be seated in areas that minimize distractions. Classrooms should
also be uncluttered and orderly. Provide students with adequate space around their desks. If
students are seated so that they can touch each other easily without getting up, stealing, and
hitting problems could easily escalate. If necessary, arrange furniture to provide students with
visual barriers during independent work times. Make areas of the room activity, specific. For
example, desks are for work; the rug is for play; the large table is for group discussion; and the
time-out corner is for cooling off and thinking. This helps the students develop constructive
classroom behavior habits and reduces confusion over what behavior is expected at a given place
and time.
Organization of Instructional Materials - Items should be stored in a specific place in the
classroom and clearly labeled to allow students to be independent in retrieving the materials that
they need to accomplish learning tasks. Items should not be kept in immediate use in cabinets or
closets. Lock the cabinets or closets if possible. The more items available for an angry child to
throw, the more rewarding and potentially harmful the tantrum becomes. Books and supplies
should be kept on shelves, not in stacks on floors or tables, where they can be knocked over. The
disturbance of people rushing to help breaks the flow of the lesson, taking away precious
instructional time.
Displays - When displaying materials in the classroom teachers should avoid displaying
too much information that can create a processing overload for students with learning disability.

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Posters and other displays should be simple to understand. When appropriate, step-by-step
instructions for frequently executed tasks should be posted for student reference as needed. To
avoid distractions, remove everything from the room that is not necessary.
The classroom environment is the setting unto which all best practice unfolds. If the environment
is missing any of the essential components referred to here, it will also be missing a key ingredient that
will off set the delivery of instruction, the ownership, and the workmanship of the classroom. A teacher
with an environmental plan can use it as a powerful and reflective tool to solve any areas of concern that
arise and block the delivery of instruction, movement, or student ownership of the classroom.

References

Classroom environment plan

Frazer, B. J., (1986), Classroom Environment

Smith, J. (2004), How to Create and Accessible Classroom, Retrieved October, 2009 from
http://www.ehow.com/how_4578845_accessible-classroom.html
Sternberg, R. J., Grigorenko, E. L., (2001). Learning Disabilities, Schooling, and Society., Phi
Delta Kappan, Vol. 83 (4)
Tanner, D. E., (2001). The learning disabled: A distinct population of students. Education,
Summer, Vol. 121 (4)
http://teacher.scholastic.com/tools/class_setup/

Classroom environment plan