Natasha Khoo and Chua Anne May Assignment 2

Natasha Khoo Yi Ying 2139664
Chua Anne May 210054
Assignment 2: Instructional Setting Inventory and Schedule

Step 1: Potential Settings for Instruction
Listed below are Student Ls IEP objectives as well as settings that each IEP objective could
occur.
IEP1.1
Wash and Dry Hands
At school, home or in the community, Student L will wash and dry his hands by turning on
the tap, putting soap on his hands, washing with water, turning off the tap and using a towel
to wipe his hands independently 3 out of 5 times in a day.
Settings: School toilet, Home toilet, Public toilet
IEP 1.2
Dressing
In any environment when Student L needs to get dressed, he will put on his shirt and pants
independently when given his clothes 3 out of 5 times in a week.
IEP 1.3
Toileting
At school, at home or in the community, Student L will demonstrate understanding of the
toileting routine by going into the toilet where a child size toilet or potty is present, take off
his pants and diapers, sit on the toilet bowl to relieve himself for at least 5 minutes before
wearing his diapers and pants for 80% of the time in the day.
IEP 1.4
Brush Teeth
At school or at home, Student L will brush his teeth by putting toothbrush in his mouth,
brushing in an up and down or sideways motion and rinse his mouth with water
independently 3 out of 5 times in a week.
Settings: School toilet, Home toilet
IEP 1.5
Eat variety of food textures
At school, at home or in the community, Student L will stay on seat and eat a serving of
different varieties of food such as vegetables and chicken given to him 3 out of 5 times in a
week.
Settings: Snack area, Dining room (home), Restaurants, Fast food restaurants
IEP 2.1
Follow parent throughout duration
At the NTUC near Bukit Merah, Student L will follow adult throughout the duration of the
time there with a maximum of 1 hour by holding adults hand or walking beside adult with
80% accuracy for 3 out of 5 times a month.
Settings: NTUC, Departmental store
IEP 2.2Choose food that he wants to eat
At any food centre, Student L will follow adult around the stalls and select the food that he
wants to eat (eg. through gestures such as pointing, hand leading) 3 out of 5 times a month.

Settings: Food centres
IEP 2.3
Throws away trash in the bin
When given an instruction (eg. Throw) and a material in a restaurant, Student L will take
material walk to the dustbin and throw it in the dustbin 3 out of 5 times independently.
Settings:Fast food restaurants
IEP 2.4
Remain on seat until relevant personnel have finish with their task
When seated at the hairdressers salon and doctors clinic, Student L will stay on seat
throughout the time spent to cut his hair with a maximum of 10 minutes without any use of
toys / distractors 80% of the time, once a month.
Settings: Hairdressers salon, Novo VitaDoctors clinic
IEP 2.5
Respond to name
When in the doctors clinic, Student L will respond to his name by following the adult who
has called his name into the consultation room independently with adult whenever he is given
the opportunity to consult a doctor in the clinic.
Settings: Novo Vita Doctors clinic
IEP3.1
Use a ring float to swim
Student L will place a ring float over himself independently before he goes into the pool to
swim for ten minutes, in 4 out of 4 times a month.
Settings: school swimming pool and public swimming pools.
IEP3.2
Paint with brush and watercolour
Student L will use tripod grasp to hold a thick paintbrush to dip into the palette or tub of
watercolour of his choice and independently paint
freestyle on an art paper, 80% of the time, in 3 out of 4 times a month.
Settings: classroom during art and craft lesson, and in the living at home.
IEP3.3
Initiate play
Student L will initiate play by gesturing, by handing over a toy or pointing to an object to
indicate to his peers that he would like to play with them, in 3 out of 4 times a month.
Settings: school playground, school soft-play room, school multi-sensory room, Alexandra
Hill East Neighbourhood Park playground, The Polliwogs & Suntec City indoor playground,
Rumah Tinggi Eco Park, at home, and at relatives home.
IEP3.4
Maintain play with one or two peers
Student L will maintain play near one or two peers for 15 minutes for 80% of the time in 3
out of 4 times a month.
Settings: school playground, school soft-play room, school multi-sensory room, The
Polliwogs @ Suntec City indoor playground, Alexandra Hill East Neighbourhood Park
playground, Rumah Tinggi Eco Park, at home and at relatives home.

IEP3.5
Mount a tricycle to cycle
Student L will mount a tricycle, place his feet on the pedals and cycle around designated area
while observing safety rules, in 4 out of 4 times a month.
Settings: along classroom corridor, at home in the living room, Alexandra Hill East
Neighbourhood Park and Rumah Tinggi Eco Park.
Step 2: Characteristics of Effective Learning Environments
The conditions that will help Student L to learn based on the understanding of his
characteristics are outlined below:School
Student L is familiar with the learning environments such as the playground, the swimming
pool, classroom corridor, classroom and classroom toilet, where activities are held. Student L
knows his bearings around the school and the structure in each environment as well. For
example, when it is time to go to the toilet, the teacher will provide a diaper and he will walk
to the toilet independently and when the teacher instructs him to wash his hands, he will walk
to the sink independently. These settings provide frequent opportunities for Student L to
interact with peers, they are spacious and are designated spaces for activities for student L to
learn. For example, cycling in the playground can be a setting where it is appropriate for
student L to learn as well as provide ample space to steer. Facilities and resources for the
teaching of skills are easily accessible. The teacher will also be able to provide one-on-one
instruction, through task analysis in these settings. There is consistency in the frequency of
activities being scheduled during the week. For example, washing hands will always occur
before snack time or swimming will always occur once a week in school.
Home
Similar to the previous environment, Student Ls home is a place where he is familiar with.
He knows his bearings and structure at home. For example, when it is time to shower, student
Ls parent will provide him with a towel and he will walk to the toilet independently. The
home also has ample space for some activities. For example, the living room has simple
furnishings however the limited space is sufficient for cycling on a tricycle around the room.
The coffee table and floor space is available for Student L to set up his material for painting
activity. The tricycle and painting materials are easily accessible to Student L at home. There
is also the flexibility of duration of time for the different activities done at home. For
example, there is enough time to give student L to transit from one activity to another which
will be beneficial for him in this setting. However, minimal distractions should be encouraged
at home as his toys and iPad are easily accessible to him which may distract him from any
activity he is participating in. There is also the availability of his guardian to provide direct
instruction, support, encouragement and supervision in the home.
Community
There are many settings in the community that student L is involved in. Settings include
doctors clinic, hairdressers salon, hawker centre / food centre, departmental store and places
of recreation. Firstly, the doctors clinic and hairdressers salon are places that student L
3

frequently visits. Therefore, familiarity of the place will be beneficial for him when involved
in these activities. However, regarding the food centres and departmental stores, familiarity
will not benefit student L as he will need to apply his generalization skills in these settings.
Recreation places such as the indoor playground, neighbourhood outdoor playgrounds and
public swimming pools will provide opportunities for Student L to interact, observe and learn
from neurotypical children. In public settings, student L will need short and direct one step
instructions that will help him understand better due to loud noises and commotion around
him. Occasionally, bringing objects / devices that distracts him will help in these settings if
student L gets upset and has a meltdown in the environment. Transitional time is also
beneficial for him when moving from area to area. For example, counting down from 5 to 1
will pre-empt student L if he needs to move to another activity/ area.

Step 3: Inventory of the Potential Settings
A timetable of student Ls participation in Rainbow Centre will be included under appendices.
IEP
(No.
)
Activities in classroom/setting
Activities identified will be written under
each goal when the IEP goal can be
targeted in school, at home and in the
community.
Frequency
(School / Setting)
Sessions are 2 hours 3
times a week in school.
Match of
Students
Characteristics
(Yes / No)
Level and Type of Interactions

(Students / Teachers / Adults)
Degree of Access
1.1
Wash and Dry Hands

School
School
3 times per
After art and craft
session
Before snack time
Home
At least
After going to the toilet to
twice a day
change diapers
Community
Home
Once in two
After meals
weeks
change diapers
Community/ Recreation and leisure
After playing in indoor and
outdoor playground
After going to a public toilet
Yes
Individual task, no inclusion
School
Sinks are easily
accessible as there is
one sink in the class
and three sinks in
the toilet
Home
Sinks are easily
accessible in two
toilets at home
(master
bedroom
and in the kitchen)
1.2
Dressing
School
Yes
School
Once
per
After swimming
session
After snack time
Home
Thrice a day
Home
Changing to uniform in the Community
Three times
morning
School
Toilet is directly
outside
the
classroom and is
also beside the
swimming
pool
which are both

Changing out of uniform upon
reaching home after taking a
shower
Changing into pyjamas before
sleeping
Community
After swimming in public pool
a month
easily accessible.
Home
Toilets are easily
accessible at home
(master
bedroom
and in the kitchen)
1.3
Toileting
School
Yes
School
Once
per
After swimming
session
After snack time
Home
Thrice a day
Home
Changing to uniform in the
Community
morning
NA
Changing out of uniform upon
shower
sleeping
Community
After eating a meal
When diaper is full
School
Toilet is directly
outside
the
classroom and is
also beside the
swimming
pool
which are both
easily accessible.
Home
Toilets are easily
accessible at home
(master
bedroom
and in the kitchen)
1.4
Brush Teeth
School
After snack time
Home
Before bedtime
School
Toilet is directly
outside
the
classroom and is
also beside the
swimming
pool
which are both
School
Yes
Once
session
per
Home
Once a day

easily accessible.
Home
Toilets are easily
accessible at home
(master
bedroom
and in the kitchen)
1.5
Eat Different Varieties of Food

School
Yes
School
Once
per
During feeding group with
session
therapists
Home
During snack time
Once a day
Home
Community
During dinner time
NA
Community
During meal times in an
outdoor food court / restaurant
Individual task, no inclusion.

However, during feeding group,
he is among other peers who
may not be eating different
varieties of food as well.
School
Snack
area
is
directly outside his
smaller classroom
and
is
easily
accessible. During
feeding
group,
therapists
come
during his snack
time.
Home
Dining area is easily
accessible
and
chairs are seated
around the dining
table which Student
L can reach and sit
on independently.
2.1
Follows parent throughout the duration Community

of buying things in the store
Once a week
Community
NTUC Fairprice
Departmental store
Mini Mart
Student L will follow family

throughout the session. He does
not mingle with friends /
siblings.
Opportunities
to
interact with peers are with
children of their neighbours if
NTUC
Fairprice,
departmental store
and mini mart are a
walking
distance
from his home.
Yes

they were to chance upon them
in the store.
2.2
Choosing food that he wants to eat

Community
Hawker Centre
Coffee Shop
Community
Once a week
Yes
Student L will follow family Hawker Centre is a

throughout the session. He does walking
distance
not mingle with friends / from his home.
siblings.
Opportunities
to
in the store.
2.3
Throws away trash in the bin

Community
Macdonalds
KFC
IKEA
Community
Yes
Once in two
weeks
Student L will follow family

throughout the session. He does
not mingle with friends /
siblings.
Opportunities
to
in the store.
KFC and IKEA are

a walking distance
from his home.
Parents
bring
student
L
to
Macdonalds before
going to the indoor
playground
at
Suntec once in two
weeks.
2.4
Remain on seat until relevant Community

Yes
personnel have completed their task
When
Community
Student L is
Doctors clinic
unwell or has
Hairdresser Salon
an
appointment
- at least
once in six
months
No interaction with peers when

going to doctors clinic and
dentist. In the hospital, student
L can play with other children
in the play area while waiting
for his turn.
All
environments
need to be accessed
with his parents by
taking a taxi or
public transport.

2.5
Responds to name when he is called by Community

Yes
the receptionist
When
Community
student L is
Doctors clinic
unwell or has
an
appointment
No interaction with peers when All

environments
going to doctors clinic and need to be accessed
dentist.
with his parents by
taking a taxi or
public transport.
3.1
Using a ring float to swim

School
school swimming pool
Yes
Individual task, no inclusion in

school although his classmates
will be in the pool.
In other settings, student L will
be with his parents and with or
without the presence of other
children or adults in the water.
School pool is a
walkable distance
from his classroom.
Student L will reach
the pool by going
down a flight of
stairs.
The public pools are
easily
accessible,
with his parents, by
a taxi or public
transport.
Yes
Art and craft lesson in class

with
peers.
One-on-one
instruction. No inclusion.
At home, with parents.
Classroom during
art and craft lesson.
At home, doing the
activity with his
parents.
Yes
Student
L
will
have
opportunities to initiate play
with his peers at the school
playground.
In
community
settings,
The
school
playground,
softplay and multisensory rooms are
easily
accessible
School Once per session
Community
settings Swimming three times a month
Community
Queenstown
Complex
Clementi Swimming Complex
3.2
3.3
To paint with a brush and watercolour

School
classroom during Art & Craft
session
Home
home, in the living room
School Twice a month.
To initiate play
School
school playground;
soft-play room
multi-sensory room
School once a week.
Home
week.
once

Home
with cousins
Community
indoor playground
o The Polliwogs at Suntec
City
outdoor
playground
o Alexander Hill East
Neighbourhood
Park
playground
o Rumah Tinggi Eco Park
3.4
To maintain play near one or two peers

School
school playground
soft-play room
multi-sensory room
Home
with cousins when they visit
Community
relatives home
o when
cousins
are
present.
indoor playground
o The Polliwogs at Suntec
City
outdoor playground
o Alexandra Hill East
Neighbourhood
playground
Home once a month

Community
settings Once a week
opportunities to play with

cousins or with other children
from the neighbourhood in the
presence of his parents.
and
will
be
accompanied by his
teacher.
Student L and his
parents can easily
access
public
playgrounds by a
taxi or commute by
public transport.
School - once a Yes

week.
Student L will have

opportunities to maintain play
for 15 minutes during
playground and soft-play and
multi-sensory time with his
peers in school. In other
settings, his parents will create
opportunities for him such as
when he is at a relatives home,
in public playground, and in
commercial indoor playgrounds
with other children.
School playground,
soft-play and multisensory rooms are
easily
accessible
and
under
the
supervision of the
teacher.
Community settings
are easily accessible
with his parents
either by taxi or
public transport.
Home - at least once

a month.
Community
settings once a week

and playground
3.5
Mount a tricycle to cycle

School
classroom corridor
school playground
Home
in the living room
Community
outdoor playgrounds
o Alexandra Hill East
Neighbourhood
playground
School - once a Yes

week.
Community
settings - once a
week
In school, an individual task

without inclusion. On-on-one
instruction. His peers will be
present during playground time.
He will cycle along

classroom corridor
or at the playground
which is easily
accessible.
At home and in the community

he will receive one-on-one
instruction from his parents,
with or without the presence of
other children and adults.
At home, he has
easy access to a
tricycle.
In
community
settings, his parents
will bring along his
tricycle
to
the
outdoor
playgrounds
or
parks which are
easily accessible by
a taxi or the public
transport.
Physical Layout and Tone of Classroom

Floor plans of environments that student L participates in are:
Home - the apartment
School - classroom; soft-play room, multi-sensory room, toilet, playground; swimming pool
Community : Jalan Bukit Merah Estate; The Polliwogs at Suntec City Indoor Playground, Alexandra Hill East Neighbourhood
playground, Rumah Tinggi Eco Park and playground, Queenstown Swimming Complex, Clementi Swimming Complex
These floorplans will be included under appendices. There are also other environments that student L participates in. A brief description
of each environment are included under appendices as well. Pictures will be included when necessary.


Step 4: Appropriate Settings for Instruction
The Assessment Evaluation Programming System (AEPS), Child Observation Data Recording Form (CODRF) I (Birth to three years) & II
(Three to six years) by Bricker (2002), is used as an assessment tool in Rainbow Centre to set goals for students enrolled in Rainbow Centre. The
assessment checklist is used during the first 6 weeks of enrollment of the child or the beginning of the new school year. Where applicable, the
CODRF I and II will be included to IEP goals under general curriculum content.
IEP Objective
Settings
1.1 Wash and Dry Hands
School
After art and craft

CODRF I
Adaptive Area, Section B: Personal Hygiene
Before snack time
After going to the toilet to Strand 2: Washes and dries hands.
Student L will wash hands with soap and water.
change diapers
Home
After meals
change diapers
Community
After playing in indoor and

outdoor playground
After going to a public toilet
School
After swimming
After snack time
Home
1.2 Dressing
Activities
General Curriculum Content
CODRF II
Adaptive Area, Section C: Dressing and Undressing
Strand 2.5: Puts on underpants, shorts or skirt, Strand
Changing to uniform in the 2.3: Puts on pullover garment
morning
Student L will use any functional means to pull shorts
Changing out of uniform upon over feet up to waist and puts on T-shirt.
shower
sleeping

Community
1.3 Toileting
After swimming in public pool
School
Home
1.4 Brush Teeth
1.5 Eat Different Varieties
After swimming
After snack time
CODRF I
Strand 1.2: Indicates awareness of soiled and wet
Changing to uniform in the pants or diapers.
morning
Student L will indicate awareness of soiled diapers by
Changing out of uniform upon gesturing or signing.
shower
sleeping
Community
After eating a meal

When diaper is full
School
After snack time
Home
Before bedtime
During feeding group

therapists
During snack time
of School
Food
Home
Community
CODRF I
Strand 3: Brushes teeth.
Student L will open his mouth and allow his teeth to
be brushes long enough for teeth to be effectively
clean.
with CODRF II
Adaptive Area, Section A: Mealtime
Strand 1.3: Eats a variety of food textures
Student L will eat foods of different texture including
During dinner time
semi-solid foods, soft foods, chewy foods and hard
foods.
During meal times in an outdoor
food court / restaurant

2.1 Follows
parent
throughout the duration of
buying things in the store
Community
NTUC Fairprice
Departmental store
Mini Mart
CODRF I
Social Area, Section B: Interaction with Environment
Strand 2: Participates in established social routines.
Student L will follow familiar adult throughout a
social routine of walking in the departmental store.
2.2
Choosing food that he Community

wants to eat
Hawker Centre
Coffee Shop
CODRF I
Social Area, Section B: Interaction with Environment
Strand 1.1: Meets internal physical needs of hunger,
thirst and rest.
Student L will meet internal physical needs of hunger
by choosing food that he wants to eat.
2.3 Throws away trash in Community

the bin
Macdonalds
KFC
IKEA
CODRF I
Social
Communication
Area:
Section
B:
Comprehension of words and sentences
Strand 2.2: Carries out one-step direction without
contextual cues.
Student L will throw away trash in the bin when
instructed to do so by taking trash and scanning the
environment for the trash bin before throwing it in the
trash.
2.4 Remain on seat until Community

relevant personnel have
completed their task
Doctors clinic
Hairdresser Salon
NA
2.5 Responds to name when Community

he is called by the
receptionist
Doctors Clinic
CODRF I
Social
Communication
Area:
Section
C:
Comprehension of words and sentences
Strand 1.4: Recognizes own name
Student L will respond to his name than to general

verbalizations.
3.1. Use a ring float to School
swim
Community
3.2 Paint with a brush and School

watercoloour
3.3 Initiate play
Home
School
Community
School
during CODRF I
Cognitive Area: Section F: Interaction with Objects
Strand 1.2: Uses functionally appropriate actions with
objects
Queenstown
Swimming
Complex during the weekends
Clementi Swimming Complex an
alternative pool to go to during
weekends
in the classroom during Art and CODRF I
Cognitive Area: Section F: Interaction with Objects
Craft lesson
Strand 1.2: Uses functionally appropriate actions with
recreation activity in the living objects
room or floor space
CODRF I
Social-Communication Area: Section B. Transition to
words
Strand 1. Gains persons attention and refers to an
Alexandra
Hill
East object, person, and/or event.
Neighbourhood Park playground Strand 1.2 Points to an object, person, and/or event.
Rumah
Tinggi
Eco
Park Social Area: Section C. Interaction with Peers
playground
Strand 2.1 Initiates communication with peer
relatives home
playground time
soft-play room time
multi-sensory room time
3.4 Maintains play
swimming
pool
hydrotherapy lesson
playground time
soft-play room time
multi-sensory room time
CODRF 1
Social Area: Section C: Interaction with Peers
Strand 1.3 Plays near one or two peers

Community
Alexandra
Hill
East
Neighbourhood Park playground
Rumah
Tinggi
Eco
Park
playground
relatives home
playground time
classroom corridor
Home
living room
Community
Alexandra
Hill
Neighbourhood Park
Rumah Tinggi Eco Park
3.5 Mount a tricycle to School

cycle
CODRF I
Gross Motor Area: Section D. Play Skills
Strand 2. Pedals and steers tricycle.
East

References
Bricker, D. (Eds.). (2002). Assessment evaluation and programming system for infants and
children (AEPS), Child observation data recording form l: Birth to three years (2 ed.).
Paul H. Brookes Publishing Co.
nd

Appendix 1.0 (Student Ls Timetable in Rainbow Centre)
Time
8.15am
10.30 am
8.30 am
10.45 am
8.45 am
11 am
Mon
Softplay/
Playground
Art & Craft
Wed
Tactile
Feeding Group
Fri
Multisensory
Hydrotherapy
9 am
11.15 am
Work with Teacher/ Work

Alone
9.15 am
11.30 am
9.30 am
11.45 am
9.45 am
12 pm
10 am
12.15 pm
Circle Time
Snack
P.E.
Work with Teacher/

Work Alone
Snack
Shower
Circle Time
Snack
Living
room

Appendix 2.1 (Home Floor Plan)
Bedroom
Master
bedroom
Bath/
WC
Bath/
WC
Appendix 2.2 (Classroom Floor Plan)

Classroom in School (additional information)
The environment of the classroom in which student L participates in is a structured environment with designated areas for designated activities. He also engages
in a work system and mobile visual schedule throughout the session. For example, when it is snack time, student L will be presented with a picture of his snack
or a snack card and will be led to the snack area to drop the picture in a box with a similar picture stuck on the box. In his classroom, he has three other peers
and it is generally quiet other than the sound of teachers talking or babbling from his peers.

Classroom 1 (Student Ls
Shelf
Classroom)
Tab
Play Area
el
Free Play Area
Tab
el Shelf
Shelf
Tab
el
Tab
el
Chair
Shelf
Chair
Utensils
for
feeding
Chair
Snack Area
Shelf
Student L
Work Area
Circle
Time
Area
Sink
Therapy Classroom
D
o
or
Classroom 2
Therapy
Classroo
m
Chair
Chair
Chair
Classroom 3
Shelv
es
Door
Therapy Classroom

Appendix 2.3 (School Floor Plan and School Facilities)
Swimming Pool in School
The swimming environment in rainbow centre includes a large pool of 1.50m in height and a small circular small pool at 0.5m in height. There are female and
male toilets beside the pool and large tables and chairs at the end of the large pool.
Toilet in School
The toilet in Rainbow Centre that student L uses has three cubicles and 3 urinals, which are children's size. There are also 5 sinks along the wall with a long
mirror. There is also a high sponge table for parents to change diapers for children aged 0 to 2 years.


School Playground
The playground equipment consists of two slides, stairs, swings, soft rubberised flooring, and concrete pathways suitable for cycling. The swing area has a
shade overhead to protect children from the harsh sun. The area is also cordoned for safety purposes.

Multi-Sensory Room
The multi sensory room above has various equipment to engage children. Student L will be with his peers once a week in this room. Student L will be able to
initiate and maintain play with his peers in this room.

Soft-Play Room
The soft-play room has various equipment to develop childrens gross motor skills. Once a week, Student L and his peers will be in this room. He will be able
to initiate and maintain play with his peers in this room.
Appendix 2.3 Jalan Bukit Merah Estate Plan and Students Residence Floor Plan

Source: Google images (https://sg.images.search.yahoo.com/images/view;)

Appendix 2.4 (Other Environments)
Doctor's Clinic, Salon
Novo Vita Clinic and Surgery
D & J Unisex Saloon
The doctor's clinic that student L attends is Novo Vita Clinic and Surgery. The clinic has a bench and a reception. There are also two consultation rooms along
the corridor in the clinic. The hairdresser that student L goes to is called D & J Unisex Saloon. It includes chairs and mirrors along the wall. There are also
washing basins behind the salon for washing hair.
NTUC in the community

ThenearestNTUCisafewstreetsawayfromthehome.Itisaneasilywalkabledistancetothestore.Thestoresellsfood,productsandnecessitiesprovidesproductstheirhomeneeds.
ABC Food Centre

The food centre is under student Ls block. He and his family go to the food centre regularly to eat their meals during the weekend.


Queenstown Swimming Complex
Source : Singapore Swimming Academy (http://www.singaporeswimming.com/pools/queenstown-swimming-pool/)
The Queenstown swimming complex houses a competition pool, teaching pool, wading and a diving pool. Its operating hours are Monday to Sunday from
8.00am to 9.30pm, with the exception of Wednesdays from 2.30pm to 9.30pm. The entrance fee for a child is $0.50 cents on weekdays and $0.60 cents on
weekends and public holidays while for an adult, it is $1.00 and $1.30 respectively. Weekly swimming lessons are available for children from 6 to 14 years old
and for adults from 15 years onwards. The lessons are conducted in small groups for a duration of 45 to 60 minutes per session. Student L will be able to
benefit from frequent visits to the public pool for recreation purposes and to practise using a float to swim in the teaching pool. For leisure, he could use the
wading pool to play in the water with other children.
Clementi Swimming Complex:

Source : Singapore Swimming Academy (http://www.singaporeswimming.com/pools/clementi-swimming-pool/)
Clementi Swimming Complex has a competition pool, a teaching pool and a wading pool. The operating hours are from Monday to Sunday from 8.00 am to
9.30pm with the exception of Monday which opens from 2.30pm to 9.30pm. Entrance fee is the same for all public swimming pools. Swimming lessons are
also available at this venue. This is an alternative venue for Student L and his parents.
Alexandra Hill East Neighbourhood Park

Source: National Park (https://www.nparks.gov.sg/search?q=Alexandra+Hill+East+Neighbourhood+Parks&cx=related);
Building and Construction Authority (http://www.bca.gov.sg/friendlybuilding/FindBuilding/Building.aspx?
id=4190)ndra+Hill+East+Neighbourhood+Parks&cx=related)

Playground

Fitness corner
The park is within walking distance from student Ls residence. It is easily accessible to the young, old and those on wheelchairs. The park has a playground
and pathways for cycling. The other accessible amenities are a basketball court, fitness corner and a badminton court.
The playground consists of a climbing structure, climbing net, a slide, spring riders, and soft- fall rubber flooring.
Location: Rumah Tinggi Eco Park and Playground

Sources of information: Queenstown Rumah Tinggi Zone RC Community (https://www.facebook.com/QRTZoneRC)


This park is easily accessible to residents within the vicinity. It has two playground with slides, swing, climbing net, and soft fall rubberised flooring. There is
a long pathway for cyclist and for joggers. Trees along the park provide shade to visitors and seats for the weary.
Location: The Polliwogs at Suntec City indoor playground
Source of information: The Polliwogs (http://www.thepolliwogs.com/display/HoursofOperation.asp?NAVID=1882)

Indoor playgrounds are popular with parents with young children as operators are strict about hygiene. It is a must for visitors into the playground to put on a
pair of socks. Rental of socks are available. The operating hours at Suntec City venue is 10am to 8.30pm from Sunday to Thursday and 10am to 9pm on
Friday and Saturday. The cost of entry differ on the weekdays and weekends including public holidays and school holidays. On weekdays the cost per entry is
S$20 for children from 2 years to 12 years of age, for an unlimited playtime. On weekends, public and school holidays, the cost of entry is S$25 for the first
two hours of playtime and an additional cost of S$5 for every hour thereafter. Parents have a choice of purchasing value pass which include seven visits for an
unlimited playtime per visit for S$125. Student L will have opportunities to initiate and maintain play with other neurotypical children here.

Natasha Khoo and Chua Anne May Assignment 2

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Natasha Khoo Yi Ying 2139664

Chua Anne May 210054

Assignment 2: Instructional Setting Inventory and Schedule

Natasha Khoo Yi Ying 2139664

Natasha Khoo Yi Ying 2139664

Natasha Khoo Yi Ying 2139664

Natasha Khoo Yi Ying 2139664

Level and Type of Interactions

Wash and Dry Hands

Individual task, no inclusion

Individual task, no inclusion

Natasha Khoo Yi Ying 2139664

Individual task, no inclusion

Individual task, no inclusion

Natasha Khoo Yi Ying 2139664

Eat Different Varieties of Food

Individual task, no inclusion.

Follows parent throughout the duration Community

Student L will follow family

Natasha Khoo Yi Ying 2139664

Choosing food that he wants to eat

Student L will follow family Hawker Centre is a

Throws away trash in the bin

Student L will follow family

KFC and IKEA are

Remain on seat until relevant Community

No interaction with peers when

Natasha Khoo Yi Ying 2139664

Responds to name when he is called by Community

No interaction with peers when All

Using a ring float to swim

Individual task, no inclusion in

Art and craft lesson in class

School Once per session

To paint with a brush and watercolour

School Twice a month.

School once a week.

Natasha Khoo Yi Ying 2139664

To maintain play near one or two peers

Home once a month

opportunities to play with

School - once a Yes

Student L will have

Home - at least once

Natasha Khoo Yi Ying 2139664

Mount a tricycle to cycle

School - once a Yes

In school, an individual task

He will cycle along

At home and in the community

Physical Layout and Tone of Classroom

Natasha Khoo Yi Ying 2139664

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1.1 Wash and Dry Hands

After art and craft

After playing in indoor and

General Curriculum Content

Natasha Khoo Yi Ying 2139664

After swimming in public pool

1.4 Brush Teeth

1.5 Eat Different Varieties

After eating a meal

After snack time