Environmental Inventory- Phase 2

8/2/2019 Environmental Inventory- Phase 2

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Step 1: Identify Potential Settings for Instruction

1.) When practicing his morning routine D will spontaneously look at his chart and

apply deodorant underneath both arms. Mastery will be when D.N has completed

100% of the steps of the task analysis for 14 consecutive school days.

School Bathroom

School Locker room

Bathroom in life skills home

Locker Room at the YMCA

Bedroom at home

2.) Upon entering the bathroom in the morning, and practicing his morning routine,D will wash his face according to the task analysis, completing 100% of the mandatory

steps. Mastery will be when D can independently wash his face for 14 consecutive days

without verbal or physical prompting.

School Bathroom

School Locker room

Bathroom in life skills home

Locker Room at the YMCA

Bedroom at home

3.) After eating a snack or meal D will independently take his garbage over to thetrash and throw it away into the trash bin. Mastery will be when no garbage is

forgotten or not put into the trash for 14 consecutive probe trials.

General Education classroom

Home Economics classroom

Special Education classroom

Functional Life Skills house

Cafeteria

Home Economics classroom

McDonalds

Culvers

4.)While preparing a snack or meal for himself or his classmates to eat, D will followall mandatory steps of the task analysis to safely operate and use the oven. Mastery


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will be when D is able to complete all mandatory steps of the task analysis to cook

the meal and take it out before it is burnt for 8 consecutive probe trials.

Home Economics Classroom Room

Functional Life Skills Home

His own homeTeachers Lounge

5.)When in a restaurant of any type (fast food, order out, sit down) D.N will orallystate his food preferences to the waitress and give her enough money to cover the

entire cost of the meal including tax. Mastery will be when D.N is able to select food

items within his budget for 10 out of consecutive probe trials.

McDonalds

El Toro

RyansSubway

Merry Anns Diner

Culvers

Could do the same at the grocery store as well:

Wal-mart

County Market

6.)Upon receiving change in a restaurant of any type (fast food, order out, sit down),D.N will count his change received within 10 seconds to verify that the correct

amount was given. Mastery will be when D.N is able to verify that proper change

was given on 8 consecutive opportunities

McDonalds

El Toro

Ryans

Subway

Merry Anns Diner

Culvers

Could do the same at the grocery store as well:

Wal-mart

County Market

7.)Upon entering a new location when seeing a teacher or staff member, D.N will makeeye contact; use the staff persons name, and Orally greet them with one of 5 pre-


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taught greetings. Mastery will be when D.N. greets every teacher and staff member

in his classes for one school week.


Regular Education Classroom

Home Economics ClassroomTeachers Lounge

Cafeteria


Hallway

School Office

YMCA

8.)When in a variety of social settings stimulated and natural, D.N will orally,positively compliment a person based on one of four criterion: Dress, Physical

appearance, intellectual comment made, or other socially acceptable

compliment. Mastery will be when D is able to spontaneously give at least twocompliments in a school day, for 5 consecutive school days.


Regular Education Classroom

Home Economics Classroom

Teachers Lounge

Cafeteria


Hallway

School OfficeYMCA

McDonalds

El Toro

Ryans

Subway

Merry Anns Diner

Culvers

Wal-mart

County Market

9.)When given a choice of 4 board games, D will select a game, read the rules of thegame to understanding, and play the game to completion with 2 or more of his

peers. Mastery will be when D.H can play 4 or more different board games

according to the rules and to completion of the game (when a winner is selected or

the period is over).

Special Education Classroom

Cafeteria


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Public Library


YMCA

Teachers Lounge

10.) Upon orally requesting new clothes, D.H will choose clothes, which are weatherand activity appropriate from three options so he is able to fully participate in all

activities. Mastery will be when D is able to successfully select a weather and activity

appropriate outfit for 5 consecutive probe trials.

Locker Room

Functional Life Skills House (Bathroom)

YMCA Locker Room

Step 2: Determine Characteristics of Effective Learning Environments

D.N is a student with Aspergers. Upon interviewing his teachers I found out the bestenvironments for him are:

-Smaller instructional classes

-He does not like working in big groups

-Enjoys being alone

- Does not like the outdoors

-Works best when continually prompted

- Very Picky Eater does not like many restaurants or trying new things

- Environments with less visual distractions to keep his attention

Step 3: Identify Procedures for Inventorying Settings

To observe these settings I decided to think about the times of day that D.N would be most

likely to receive instruction in them. Over my spring break, I went to each of the locations

inventoried. I decided to record all information down on paper, and use direct observation.

If I was not able to receive enough information from that, I asked my cooperating teacher,

the department head of Special Education, and consulted D.Ns case manager at his school. I

stayed in each location from 10-15 minutes; depending on how much time I deemed to be

appropriate to gain all the information needed. I wrote some field notes, and complied all

my notes electronically to keep better track of the information. I used the information

sheets provided from SPED 448

I am attaching inventories, which looked at:

School settings

Community Settings


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Sample Table

Age of Student: 15

IEP Objective Settings Activities

1.) When practicinghis morning

routine D will

spontaneously look

at his chart and

apply deodorant

underneath both

arms. Mastery will

be when D.N has

completed 100% of

the steps of the task

analysis for 14consecutive school

days.

Champaign YMCA Putting on deodorant after/beforeworking out. In the locker room

Functional Life Skills Home After doing physical activity outside

in a leisure activity, D.N may need to

put deodorant on in the bathroom at

the functional life skills home. He

also may do it there if he smells bad

from the day, or has forgotten to do it

in the morning

N/A N/A

2.) Upon entering

the bathroom in the

morning, and

practicing his

morning routine, D

will wash his face

according to the task

analysis, completing

100% of themandatory steps.

Mastery will be

when D can

independently wash

his face for 14

consecutive days

without verbal or

physical prompting.

Champaign YMCA After working out or going

swimming it would be necessary for

him to wash his face. Would be done

in the locker room of the YMCA.

Functional Life Skills Home In the morning, if he forgets he may

be instructed on how to wash his

face. It would be functional because

his face would be dirty from a nights

sleep, OR after eating a snack andwould need to be washed.

N/A N/A


3.) After eating a

snack or meal D will

independently take

his garbage over to

the trash and throw it

Home Economics

Classroom

Making a snack or preparing food for

in class assignments or for fun.

Would need to throw the garbage

away. Could not just leave it sitting

out.


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away into the trash

bin. Mastery will be

when no garbage is

forgotten or not put

into the trash for 14

consecutive probetrials.

Culvers After eating, there would be trash

that he would need to get rid of. It

would be rude to just leave it sitting

on the table.

McDonalds

Cafeteria

Functional Life Skills home

Gen-Ed classroom

After eating, there would be trash

that he would need to get rid of. Itwould be rude to just leave it sitting

on the table.

After eating, there would be trash

that he would need to get rid of. It

would be rude to just leave it sitting

on the table.

Making a snack or preparing food for

in class assignments or for his

classmates to eat. Would need to

throw the garbage away. Could not

just leave it sitting out.

The students are allowed to have/eat

snacks in the classroom everyday.

Most students eat in there because itis three periods after the last lunch

period. The students would need to

throw their garbage away after

eating snacks.

IEP Objective Location Activity

4.) While preparing a

snack or meal for

himself or his

classmates to eat, D

will follow all

mandatory steps of

the task analysis to

safely operate and

use the oven. Mastery

will be when D is able

Functional Life Skills

Classroom

In this setting, students are able to

do variety of life skills to improve on

their own abilities. D.N would be

making a snack or meal and would

Home Economics

Classroom

This class focuses on being able to

make a variety of recipes, some

which involve the process of having

to use the oven. The students will

have to safely be able to use the oven

both independently and in a group.


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to complete all

mandatory steps of

the task analysis to

cook the meal and

take it out before it is

burnt for 8consecutive probe

trials.

N/A


5.) When in a

restaurant of any type

(fast food, order out,

sit down) D.N will

orally state his food

preferences to thewaitress and give her

enough money to

cover the entire cost

of the meal including

tax. Mastery will be

when D.N is able to

select food items

within his budget for

10 out of consecutive

probe trials.

Cafeteria When the cafeteria, the student

needs to buy his lunch. He has

to orally state to the check out

lady what he wants to eat, and

then produce the money to pay

for it. Although there is no tax, itis still a good chance to practice

having enough money to cover

what he is purchasing.

Culvers When at a restaurant, you need

to order your food at the

ordering line. They charge tax,

and in order to receive your

food, you have to pay. D.N will

have to have enough money to

cover his food and be able to

eat.McDonalds When at a restaurant, you need

to order your food at the

ordering line. They charge tax,

and in order to receive your

food, you have to pay. D.N will

have to have enough money to

cover his food and be able to

eat.

6.) Upon receiving

change in a

restaurant of any type

(fast food, order out,

sit down), D.N will

count his change

received within 10

seconds to verify that

the correct amount

Cafeteria D will need to pay for his food

by handing the lady in the

cafeteria money, and then

receiving change back (when

applicable) to get his food for

lunch. D will then need to count

his change making sure he

received the correct amount of

change.


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was given. Mastery

will be when D.N is

able to verify that

proper change was

given on 8

consecutiveopportunities

Culvers D will need to pay for his food

by handing the worker behind

the register money, and then

will receive change back (when


lunch. D will then need to counthis change making sure he

received the correct amount of

change.

McDonalds D will need to pay for his food

by handing the worker behind

the register money, and then

receiving change back (when


lunch. D will then need to count

his change making sure he

received the correct amount ofchange.


7.) Upon entering a

new location when

seeing a teacher or

staff member, D.N

will make eye

contact; use the staff

persons name, and

Orally greet them

with one of 5 pre-taught greetings.

Mastery will be when

D.N. greets every

teacher and staff

member in his classes

for one school week.

Office D.N will be going to the office

periodically to take attendance

down when necessary, help the

teacher by checking her

mailbox, and dropping off

detention slips and passes to

the office. He will be assigned

these jobs in his homeroom

class, and these activities willgive him a natural opportunity

to great the staff members in

the office.

Home Economics Classroom Walking into his regularly

scheduled home economics

class, D would be expected to

greet his teacher every morning.

This is an activity that builds

respect with the classroom

teacher, as well as gives D.N a

chance to work on greeting.


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General Education Classroom


Walking into his regularly

scheduled general education

English class, D.N would be

expected to greet his teacher

every morning. This is an

activity that builds respect withthe classroom teacher, as well

as gives D.N a chance to work

on greeting.

Walking into his regularly

scheduled class time in the

functional life skills home, D.N

would be expected to greet histeacher every morning. This is

an activity that builds respect

with the classroom teacher, as

well as gives D.N a chance to

work on greeting.

8.) When in a variety

of social settings

stimulated and

natural, D.N will

orally, positively

compliment a personbased on one of four

criterion: Dress,

Physical

appearance,

intellectual comment

made, or othersocially acceptable

compliment. Mastery


to spontaneously give

at least twocompliments in a

school day, for 5

consecutive school

YMCA D.N can work on complimenting

in every different setting

inventoried. The activity that

would be taking place in every

context would be a social,

verbal conversation. D.N wouldlearn when it would be a

socially acceptable time to

compliment someone, and

would work on different types

of compliments with different

people. In all of these settings it

would be possible to

compliment: His teachers, other

students, workers of the

establishment, other staff

members, or any other personD.N is having an appropriate

social interaction with.

Culvers


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days. Home Economics Classroom


General Education Classroom

Cafeteria

McDonalds

Office


9.) When given a

choice of 4 board

games, D will select a

game, read the rulesof the game to

understanding, and

play the game to

completion with 2 or

more of his peers.

Mastery will be when

D.H can play 4 or

more different board

games according to

the rules and to

completion of thegame (when a winner

is selected or the

period is over).

YMCA Community Room/teen

room

D.N will be playing a board

game in the community or teen

room of the YMCA. These rooms

are open spaces where peoplecan go to do a variety of

different activities. Many

students go to the YMCA to

longue or do leisure activities,

so playing a board game

wouldnt be out of the ordinary.

D.N would be playing this game

with other students, members

of the community, and teachers.

Functional Life Skills Home When D.N is given free time at

the Functional Life Skills home(upon completion of

instruction) he will be given the

opportunity to play a board

game. He will be playing this

board game with other students

in the home, teaching assistants,

and his teacher. This will help

all students there learn a new

leisure activity as well as well as

working on other targeted skills

at the same time.


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10.) Upon orally

requesting new

clothes, D.H will

choose clothes, which

are weather and

activity appropriatefrom three options so

he is able to fully

participate in all

activities. Mastery


to successfully select

weather and activity

appropriate outfit for

5 consecutive probe

trials.

YMCA Locker Room D.N will be going in his school

clothes and will be participating

in activities at the YMCA. He will

need to choose clothes that are

deemed appropriate for the

type of activity he is going to bedoing. For example, if he is

practicing Yoga (another skill

targeted on his Yellow Book) he

will need to know you cannot

wear jeans to a yoga class. He

will need to pick out activity

proper clothes to do this type of

activity.

Functional Life Skills Home In the functional life skills home,

many different activities are

done there to help facilitatefunctional life skills curriculum.

Sometimes, students will be

allowed to walk the track, work

on gardening, or do other

student specific IEP goals. D.N

will have to know what types of

clothes you can wear to garden

in, ride a bike in, or walk the

track in. He will be given

options and allowed to change

in the private bathroom at thehome.


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Rationale-

All the settings that I inventoried I deemed to be appropriate for initial instruction. I

think when I look back; I realize that these settings are just a starting point, and not anexhaustive list. I did not notice any blaring safety concerns or hazards in any areas;

therefore, I choose to try instruction in that setting. Because I only observed in each setting

for a brief period of time, I think initial instruction would have to be teacher and instructor

intensive, to make sure that it truly was an appropriate setting for D.N to gain instruction

in.

In all of the settings inventoried, D.N will be meeting his IEP objectives in the

naturally occurring activities of that environment. I thought this was one of the most

positive and well-planned parts of my environments selected. For example, in a community

setting such as Culvers or McDonalds, it is a naturally occurring event to have to order

food, pay for it, and receive change back. As opposed to providing simulated paying

instruction in a classroom, D.N will have to do the real activity, which will make itfunctional and meaningful for him. I selected restaurants he often frequents, and that he

can find food selections at. Because he is an extremely picky eater, picking those

restaurants matched his learning characteristics because he was in a place of comfort and a

place he liked.

I think the most unlikely environment that I inventoried was the school office. The

reason I selected the office was because if D.N was assigned the job as a classroom aide, a

position well achieving students are able to receive, he would need to frequent the office all

the time. I imagined that assigning him the role of aide would give him a sense of

responsibility and something to take pride in. If was given this job, he would HAVE to go to

office on almost a daily basis, so I thought it was the perfect place for instruction, since he

was frequenting it quite often. Working on greetings in the office is a naturally occurringactivity because there are many staff members located in the office that D.N will see on a

constant and daily basis. It would not be socially acceptable for him to go in, turn in the

attendance sheet, and just walk out. A good morning or you look very nice today would

be more appropriate in that situation.

Overall, I think I found creative places that many different IEP objectives could be

addressed. I think it is important as a teacher to remember what your student enjoys doing;

for example, D.N absolutely hates the outdoors, so I choose locations that were mainly

indoors. It is also important to remember that IEP objectives and goals can be addressed in

MANY locations. Again, if as the teacher, I found these environments to not be working, I

could simply go back to my master list and inventory another environment. As a teacher,

you have to be creative and flexible in the different places you choose to teach a student.The most important thing to do is to remember to make the activities functional and

meaningful, and to make sure the student feels comfortable and confident in the different

environments you provide instruction in.


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Community Inventory

Location: Culvers

Time of Observation: 2pm

1. What, if any, unusual characteristics are present in the setting?This is the typical fast food restaurant. The only thing that is a little different here is that

they have numbers they give to you. When your food is ready, an attendant will come out

and hand deliver your food. Other than that, it is very typical to other fast food joints.

2. Is the physical environment accessible for the student? If not, what would it take tomake the setting physically accessible? Are these changes reasonable in your opinion?

Yes. It is accessible. D.N does not have any physical disabilities that would cause him to

need any changes being made.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: Counter to order food

Ordering foodPaying For food

Receiving Change

Social Interactions

Booth To Sit Down-

Social interaction with students

Social Interactions with workers when coming to deliver food

3. Were employees easily sighted? Explain.The employees at Culvers were very easily sighted. They were all working being the

counter or helping to keep the restaurant looking clean. They were all wearing hats, blue

aprons, and polos. They had nametags on which showed their names, and they were

friendly and kind when I went up to order. Since it is a relatively small space, I did not

notice a lack of employees.


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4. Were employees available for assistance? Explain.Yes. The employees were very patient when I was asking questions about their menus.They were also great about giving me my change. The employee I had even counted back

the change to me. This might be a good place to go with D.N for initial instruction if the

employees always count back their change. It may be helpful for him to see it done right in

front of him a couple of times before he has to do it completely independtly and

spontaneously. Also, when I was there, there were several employees working, I counted at

least six. They did not seem short staffed at all, and my server was friendly and patient.

5. Describe the climate of the setting (e.g., Is it friendly? Will students with disabilities beeasily accepted? What are employees attitudes toward customers?)

I think the climate here was generally friendly. When I went it must have been after the

lunchtime rush, because it was pretty quiet. The employees were more than willing to help

me, and when the waitress brought over my food, she was very kind in saying thank you

for choosing culvers, and asking if I needed anything else with my meal. I think D.N would

feel very comfortable in this setting. It was not overly crowded or noisy, and there are

individual booths and tables for him to sit at. However, if it was really busy, I could see him

getting nervous or anxious having to order and pay in front of a lot of people. However, I

think the employees would be generally accepting if they had to wait a little while he

counted back his change.

6. Are there safety concerns for participating in this setting?No concerns are apparent at this time.

7. How does this setting match the learning characteristics and preferences of thestudent?

This is an environment where D.N currently likes to go eat. He is a very picky eater, so

finding locations that has foods he enjoys has been a challenge. Because this is a place he

enjoys, it is a good place to inventory. Also, because it was relatively quiet when I was

there, I think there would be little distractions, as well a booth to sit and do some small

group discussions and instruction.

When I went to Culvers, It was not incredibly busy and if it was, I think you would be able

to redirect the student. The employees were friendly and open. This would be an ideal


15/33

place to receive small group instruction because of all the booths and tables. There were

many booths, and the counter was long and open.

Also, because D.N does not like the outdoors, and really enjoys eating at Culvers, I think he

would enjoy going to this setting.

8. Would you recommend this setting for instruction? Why or why not?I think this setting would be a good place to instruct D.N, especially on interacting with the

employees. They were friendly and open, and because they come to the table to deliver

your food, He would have more natural opportunities to compliment them, or thank them. I

think this would be a good place also because the counter is large, and it would give him

room to stand and count his change back.

Overall, I think instruction in this setting can be successful if the teacher is able to develop a

plan that meets the students needs.


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Location: Champaign YMCA

Time of Observation: 1:00 Pm

1. What, if any, unusual characteristics are present in the setting?This setting is MASSIVE. It has three levels and is not only a center to exercise; it has many

other features as well. This is also the first YMCA built to be fully inclusive to members of

the community with all types of disabilities. Colors there are meant to be more dull as not

to provide sensory overload. It has state of the art equipment, and A LOT of space, which is

perfect for doing many different activities. It also has three sensory rooms, which can be

used to help students who are having sensory overload or who need a place to

decompress. All the stairs are layered out in patters that will be easier to navigate for

people with visual impairments, sensory motor issues, and children with Autism who need

a more visual setting.


This setting was built was accessibility in mind and is fully accessible. Also, D.N does not

have any physical disabilities, so he would not need any accommodations to be successful

here. What are the sub-environments in this setting where IEP objectives could be

addressed? For each potential sub-environment, identify the activities that occur thatwould allow the individual to address an IEP objective.

Sub-Environment: Locker Room (Family) Sub-Environment: Teen Room

Activities

Sub-Environment: Community room

This room can be checked out at any time by any group and will allow for students to

do any types of activities they see fit.

Video Games

*Playing Board Games

Teen Social interaction

(complimenting)

Activities:

Putting on clothes (changing)

Putting on deodorant


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Activities:

-Playing Board Games

Sub environment- Front Desk

Greeting Employee/attendant

Orally complimenting them (when appropriate)

Counting back change (after renting a ball/racket)

3. Were employees easily sighted? Explain.Yes. All employees wear a shirt the clearly states Champaign YMCA. They were

consistently walking around, asking if I needed anything. I was with the Co-Founder of the

YMCA, so she gave me very personalized and detailed tour of the building. There is also a

counter as soon as you walk in with at least three employees sitting at it. They have

computers and walkie-talkies, and are able to locate different staff members for you

instantly. Something unique about the Y is that each staff member is screen vigorously,

making sure that they have had contact with individuals with disabilities, and see a vision

in inclusion. I think this would be a great place to go to do many different activities,

because the premises are that everyone there is open and accepting of all people.

4. Were employees available for assistance? Explain.

Yes. There are many employees there, and all employees are in charge of different

areas/functions. They have wellness directors, general employees and employees in charge

of specific areas, like the childcare centers, or the aquatic center. Because I was with the co-

founder, I did not have to ask for any assistance from outside resources, but I visually saw

many employees there, and found them to be easily accessible.

5. Describe the climate of the setting (e.g., is it friendly? Will students with disabilities beeasily accepted? What are employees attitudes toward customers?)

The attitudes there were VERY friendly and accepting. As I mentioned above this

community center was made with the vision to include ALL types of students and people of

the community there. While there, I saw adults and children with physical disabilities,


18/33

those who were using wheelchairs and walkers, people with developmental disabilities,

people who were spoke deaf, and a young boy who was displaying characteristics common

to the Autism Spectrum. Everyone there was integrated and inclusive. I feel like this would

be a perfect place for a person with a disability to go and learn community skills. It is an

environment with friendly staff, and many different patrons.

6. Are there safety concerns for participating in this setting?No. This setting was just recently built and all standards are up to code as of 2012. I do not

for see D.N having any problems with safety in this environment.


Although this place is very loud, it has much small room that D.N can go to if he needs some

quiet time. All the settings are indoors, so D.N will feel more comfortable here than in an

outdoor setting. This would be a perfect place to provide small group instruction because

there is so much space and the teachers would be able to serve students in this setting who

are working on a variety of different goals and objectives.

8. Would you recommend this setting for instruction? Why or why not?Absolutely. This setting is a wonderful addition to the Champaign-Urbana community. It is

massively huge, with many different sub environments that are able to address a variety ofIEP objectives. Its foundation is inclusion and acceptance, so I feel like all students with

disabilities would find instruction in this setting to be a positive experience. Also, this

would be a great place to introduce D.N too because he might find it a good resource for

recreational purposes.


19/33

Community Inventory

Location: McDonalds

Time of Observation: 2:00 pm

1. What, if any, unusual characteristics are present in the settingThis McDonalds is right off of the U of I campus and is incredibly busy. It has traffic from

many university students who I found to be pretty impatient while waiting in line. This

McDonalds is also a pretty big location. It looks like it has been recently been redone and

everything was generally clean. Many of the staff members who were working there were

of Hispanic decent and spoke with noticeable and think accents.


D.N has no physical disabilities, and does not need any changes to make the location

accessible to him. 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: Counter

Ordering

Paying

Getting Change (counting it back)

Social interaction with employees (small talk, greeting, complimenting)

Sub-Environment: Trash Can

Throwing Trash Away

Putting Tray Away

Sub-Environment: Booth/Table

Eating


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Talking

Complimenting

Discussing likes and interests

3. Were employees easily sighted? Explain.All employees were behind the counter when I was there. There were no employees in any

other part of the restaurant when I was present. The employees were verbally speaking

and saying, Can I help who is next in line please? They were all wearing matching

uniforms that had the typical M logo on it to signify McDonalds. I do not think D.N would

have difficulty in locating the employees in this location.

4. Were employees available for assistance? Explain.The employees all stayed behind the counter. They were not overly friendly, but once the

food was served, there wasnt much assistance needed. I do not know if they would be able

to assist D.N in counting change back to him because they were incredibly busy. I felt

rushed when I was ordering, and as I was trying to put my money away, they were already

trying to help the person in line behind me.

5. Describe the climate of the setting (e.g., is it friendly? Will students with disabilities beeasily accepted? What are employees attitudes toward customers?)

I found this setting to be very neutral. I would not say that I got an overly friendly vibe at

all. The employees seemed rushed and non-interested in what they were doing. However, I

was also not treated with outward rudeness. I think taking a group of students with

disabilities there would be fine, as long as the teacher was there to oversee the group. I

think since McDonalds is a fast food restaurant, people are generally in and out, and would

probably not take the time to notice a group composed of individuals with disabilities, so I

do not foresee any problems.

6. Are there safety concerns for participating in this setting?

No safety concerns were noted.


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I think the biggest reason that this setting would be good for D.N is because of his very

strong negativity towards trying new food. His mom has been trying for years, and isunable to find many things he enjoys. However, he really enjoys eating at McDonalds, so I

could see that he would be motivated to go there and receive instruction. I also think this

would be good for him because he likes being indoors in familiar places, so he would feel

comfortable in this setting.

8. Would you recommend this setting for instruction? Why or why not?I would recommend this setting for instruction.

This setting would be good because it meets four IEP objectives that D.N can work on.

Although the employees seemed indifferent towards me, they were NOT negative, and I do

not think D.N would feel uncomfortable in any way. D.N has a very strong preference for

McDonalds, so he would be very happy going there to receive instruction. McDonalds is a

very popular setting for most high school students, so it would be a great place to bring a

small group of students.


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School Inventory

Location: Home Economics Classroom

Day/Time: 4th period

Method of Data Collection: Observation

1. Is the physical environment accessible for the student? If not, what would it take tomake the room physically accessible? Are these changes reasonable in your opinion?

Yes. D.N has no physical disabilities, so this classroom should be accessible to him.

2. List the general classroom routine (i.e., major activities and tasks) for the specific timeperiod you observe.

This period I observed the students were cooking a recipe that day. The teacher first went

over what the food was, and where the food originated. They were focusing on different

types of grains food groups, and how they could be related to the food pyramid (where the

gains fell on the pyramid). That day, they were baking chocolate chip muffins. After the

teacher went over the recipe, the students split into small groups and began working on

their foods. Each student was responsible for participating in the task. The students had to

locate the ingredients, measure, use the oven, set the timer, and check on the foods. Whilethe foods were baking students were asked to answer questions in a small group about an

assignment from earlier in the week (I wasnt sure what it was about or how it related to

baking the muffins). At the end of the period, the students had a five minutes long exit slipdetailing the hardest part of the assignment, as well as where the muffins could fit in on

their food pyramid they were creating in their class.

3. How could the student address his/her IEP objectives in this class (i.e., list specificactivities in which IEP objectives could be addressed)?

D.N could clearly address his objectives to follow a recipe and use an Oven. They teach oven

safety procedures in the beginning of this class, and this classroom can provide

extra/supplementary instruction to that of the life skills home. Because this classroom


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allows for a lot of small group work, this would also be a great place to work on D.N social

interactions, including his complimenting of other students in his group and greeting his

teacher upon entering the classroom.

4. How were students grouped for instruction?From what I could see, the students had assigned groups (I am honestly not sure if they

were selected by the students or the teacher) that they were working with. There was no

questions regarding who worked with whom, and they automatically went back to their

assigned tables. The groups had between 3-4 students in them. There were five

ovens/sinks/microwaves in the classroom that allowed for the students to bake their own

muffins in them. The students seemed to be grouped randomly. There were more girls than

boys in the room (only 4) and I did not notice any student with disabilities (of course, there

are students who could have a label and I probably would not have know it).

5. Describe the teachers teaching style and method of classroom management.The teacher seemed to let the students do their own thing. The whole class was small,

about 15-20 students, and they all did group work for most of the period I was there. The

students seemed to work well together and independently. The teacher did walk around

and answer questions, ask groups questions, and also redirect off task students. There

werent any challenging or problems behaviors that I saw. I think that a student would haveto be semi independent to be able to work in this kind of classroom.

6. Describe the classroom climate (e.g., is it friendly? Will students with disabilities beeasily accepted? What is the teachers attitude toward the students and other adults in

the classroom?)

This classroom had a very neutral environment. The teacher was nice when she was

speaking with the students in the beginning of class. All the students interacted well as agroup and were able to get their assignments done. The students were not a very rowdy

bunch. I would say they were generally more quiet. I think a student with a disability would

be accepted generally. However, I could see some of the assignments to be challenging for

them. Some of the material they were learning seemed to be complex (how nutrients, fats,

proteins, amino acids,) break down in the body. However, D.N really enjoys Biology and is

doing very well in his co-taught classroom. If he was given adaptations, I think he could be

successful.


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I think this setting is an example of a smaller classroom, with small group instruction. The

students all worked together in a group. Although D.N does prefer to be alone, he would

benefit from working with a small group. And they do not bake/cook something everyday.

Also, this is an indoor classroom, focused on a non-academic topic, so D.N may find it to

be more enjoyable than that of English or a language arts classroom.

8. Would you recommend this setting for instruction? Why or why not?I think this would be a good setting for instruction for D.N. I definitely think there would

need to be accommodations and support for the course work, but with those, I think he

could greatly benefit from taking this class. He would be able to work on using the Oven,

and also other skills that are later targeted in his yellow book, like using the microwave,

timer, and stove. The student would be able to work in small groups and since the

classroom was small, the teacher was available for help and instruction. I think this would

be a great place for D.N to watch his peers use the oven, an


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School Inventory

Location: GEN-ED ENGLISH CLASS

Day/Time: 4TH PERIOD

Method of Data Collection: OBSERVATION

1. Is the physical environment accessible for the student? If not, what would it take tomake the room physically accessible? Are these changes reasonable in your opinion?

Yes. D.N has no physical disabilities and does not have to worry about accessibility issues.

2. List the general classroom routine (i.e., major activities and tasks) for the specific timeperiod you observe.

In this general education setting I looked at, I saw a classroom environment which

was very, very friendly, but also very loud and active. In this classroom, the students were

focusing on reading a story and having small group discussions about what they were

reading. A grader whose job it was to keep track of who was participating was monitoring

each group.

When the teacher was approached, she said that the class varied daily on the

different tasks that they do. Each day however, the students are read what the learningobjective is for the day, and how they plan to achieve it. The teacher takes time for the

students to be able to ask questions if they so desire, and then moves on.

This classroom has one of the most controlled chaos environments I have ever

seen. The students were all doing different activities upon entering the classroom and the

beginning of the period. Students were eating snacks, talking to friends, and talking with

the teacher. I felt very nervous upon watching this classroom, because I felt like the noise

level was very out of control and would make me uncomfortable if I was in there. However,

once the bell rang and instruction started, this calmed down a little bit.


Well, in this classroom, the expectation that have been set out is that the students are

allowed to eat in class whenever they feel like it, as long as they are not sharing food with


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other students. D.N could eat a snack in this class period everyday if he wanted to and then

be instructed/prompted/use a rewards chart to put his garbage away.

Also, upon entering the classroom, the teacher was welcoming and friendly and D.N could

proactive orally greeting her when he walked in.

Because this classroom allows for a lot of interaction between the students, I feel like this

would be a very good setting for D.N to address his objective of complimenting someone.

He can do it right in conversation and not have it be out of place. Also, the students are used

to talking with the teacher as well. So he would be able to have someone there

helping/instructing him in the beginning and it would not be as out of place in this

classroom as in some others which are not so social.

Overall, I think this classroom has many different opportunities for social interactions with

the other students and teachers.

4. How were students grouped for instruction?On this day, the students were grouped in small groups. However, according to the teacher,

it is more likely to have the students do individual work or whole class discussion because

it is an English class.

5. Describe the teachers teaching style and method of classroom management.The teacher is very young, and very in tune with her students. Although she is a self-

described white girl from the suburbs she is very open and accepting of all students

needs. She is currently working towards a masters degree in African American andcomparative literature from the U of I. She also co-teaches two classes with a special

education teacher in the school, so she has worked with students with disabilities before.

Her classroom management was to allow the students to have a lot of discussions. What I

would classify as rude she would classify as expression. Because she lets her students

talk a lot. I could see D.N getting distracted or anxious in this classroom. However, I think

he would also find it be a nice setting because the students have built a community, which

is open and accepting of all students.

The teacher has not written a referral for behavior all year, and chooses to deal with any

problem behaviors in class in her own way. Usually, she pulls the students out.


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6. Describe the classroom climate (e.g., Is it friendly? Will students with disabilities beeasily accepted? What is the teachers attitude toward the students and other adults in

the classroom?)

I think this description can be attained in the above questions. However, torestate it, this is one of the friendly but most chaotic classrooms I have ever been.

The students in the classroom generally seem to all like each other and respect

each other. This is a very rare classroom community for a high school class. I feel

like a student with a disability would be accepted because this classroom was

founded on respect and honor. My teacher also teachers two co-taught classes,

and she told me no students in the classroom ever make fun of any students with

disabilities.


I think this setting would be a harder setting for D.N to learn in. I think it would be very

noisy for him. However, I think he would like that there are many different activities and

kids there. It can be made to be having more small group instruction, which he would like.

Also, his IEP objectives can be addressed without changing many classroom routines, so he

would not have to feel uncomfortable in this setting. Although he prefers a smaller

classroom, I could see him being successful here if he was given supports and

accommodations

8. Would you recommend this setting for instruction? Why or why not?]

I think this setting could be very useful for social interactions with peers and students

because it is such a vocal classroom. Because D.N has Aspergers, he has trouble socially

interacting with other people. This classroom could help to learn how to do that.

I would recommend this setting ONLY if he was able to receive supports (possibly an Aide

or a co-teacher) and more small grouping. Although he may need more help with thecontent, this may be a wonderful place for him to learn supplementary life skills.


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Location: Cafeteria

Time of Observation: 5A Lunch

1. What, if any, unusual characteristics are present in the setting?This cafeteria has both round tables and long tables as well. Also, from what I noticed,

students tended to be group pretty homogenously, by race and gender. I did not notice a lot

of diversity when in there. I also did not see any students with overt physical disabilities. I

am sure there were students with disability in the cafeteria at the time, but none that were

recognizable. There are also two different types of lunch lines in the cafeteria. One was

the regular lunch line and one was the A la cart lunch line.

2. Is the environment accessible for the student? If not, what would it take to make thesetting accessible? Are these changes reasonable in your opinion?

D.N has no physical disabilities, and should be able to receive instruction here withoutissues.

3. What are the sub-environments in this setting where the student addresses his/hergoals? For each potential sub-environment, identify the activities that would allow

for instruction in key skills.

Lunch line-

Ordering food. Student would need to orally state (when applicable) what type of food item

they want for lunch. They will ask the lady behind the lunch counter to get it for them.

Paying for food- Students are required to give money to the cafeteria worker to pay for

their food. They need to have enough money to cover the cost of the transaction.

Getting change back (when applicable)- Student will receive change back from the cafeteria

worker. The student will then need to count the change back to make sure they have

received the proper amount of change.

Sitting down at the tables-

The student will sit down at a table (long or round) with his or her friends, or peers. He will

socially interact with this group, working on socially complimenting them when applicableto the conversation.

The student will eat his lunch. When he is done with his lunch, he will need to pick up all of

his trash, and lunch tray, and bring it over to the trashcans. He will not be allowed to leave

his left over lunch sitting on the table.


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4. Were employees easily sighted? Explain.The employees working were all located behind the counter. They were wearing hairnets,

so it was easy to tell who the workers were. There was also support staff in the cafeteria

who were walking around monitoring the tables. Other than that, I did not see much

interaction between the staff and the students. Since they were in high school, they weremainly independent.

5. Were employees available for assistance? Explain.Employees were available if the student needed assistance with selecting their lunches.

Other than that, I did not notice any type of assistance going on, other than directing the

students to throw out their trash.

6. Describe the climate of the setting (e.g., is it friendly? Will students with disabilitiesbe easily accepted? What are employees attitudes toward customers?)

The climate in the cafeteria was very noisy. The students were all talking and eating

together. They looked like for the most part, they were mainly enjoying each others

company. Like I said before, the groups tended to be homogenous, consisting of similar

races and gender. I did notice a couple of students (one who I personally know to have

Aspergers) to be sitting alone and reading/not interacting with the other students. I do not

know if that was by choice, or if that student was socially excluded from the other students.

I think it would be very important as a teacher to make sure the student was scheduled

with other students he was a friend with.

7. Are there safety concerns for participating in this setting?No. All students eat lunch in this cafeteria.

8. How does this setting match the characteristics and preferences of the student?This is the naturally occurring setting that this event would take place. D.N must eat lunch,

and likes going to the cafeteria, because he is able to pick out what he wants. He does not

like sitting all alone, so the teacher would need to make sure he had a friend or peer to eat

with.

9. Would you recommend this setting for instruction? Why or why not?Yes! The Cafeteria is a great place to perform instruction because it is a naturally occurring

environment where many targeted skills naturally happen. Because D.N is higher

functioning, the teacher would be able to provide instruction more discreetly, as not to

stigmatize him in front of his peers, or he may be able to get there a little early. I think this

is a good setting because the student would be able to practice many objectives here.


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School Inventory

Location: Functional Life Skills Home

Day/Time: Afternoon

Method of Data Collection: Observation

1. Is the physical environment accessible for the student? If not, what would it take tomake the room physically accessible? Are these changes reasonable in your

opinion?

Yes. This house was built and modified to be accessible to all students.

2.

List the general classroom routine (i.e., major activities and tasks) for the specifictime period you observe.

Each student who receives life skills training is given a certain task. These tasks include,

but are not limited to:

Cooking- following a recipe, getting out ingredients, using a microwave and stove, setting a

timer

Cleaning- Dusting, mopping, sweeping, washing windows,

Bedroom- Making bed, changing linens, doing laundry, ironing

Bathroom- Washing toilet, sinks, mirrors,

MISC- gardening, planting, reek/leisure activities (reading, biking, board games)

In the morning, the students also receive other types of individualized instruction such as

personal hygiene skills, showering, toileting, shaving ECT.


Almost all of D.Ns IEP objectives can be served in this home/classroom.

D.N can use the oven to make and follow recipes, and throw out the trash when he is done.

He can also greet his teacher and peers upon arrival. Most students walk over to the lifeskills home with an Aide, since it right across the street.

On days when there are leisure activities scheduled, D.N may have to pick appropriate,

activity related clothing to wear. One of the activities he may play could be a board game,

which he would work on learning, and playing by the rules with other students.


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Working on the board game, and doing other leisure activities would give him time to

socially interact with the other students, and work on complimenting them while playing

the game.

If D.N were to receive MORE life skills instruction, and go to the house in morning, they

could also practice putting deodorant on with him, and teaching him how to wash his face.If these two skills were needed in the afternoon, they could also practice that with him as

well.

4. How were students grouped for instruction?The students worked on small tasks independently based on their needs, and the jobs

assigned for that day. Sometimes, group activities could also take place; depending on the

types of skills the students were working on (leisure skills in warmer weather could have

whole class)

During a class period, the life skills house has no more than 6-8 students.

5. Describe the teachers teaching style and method of classroom management.There are multiple teachers and teaching assistants in there at once. The students are

expected to do all the tasks assigned to them, and the teacher monitors them and walks

around periodically. One student teacher monitors the kitchen the entire time to make sure

there are no safety hazards,

6. Describe the classroom climate (e.g., Is it friendly? Will students with disabilities beeasily accepted? What is the teachers attitude toward the students and other adults

in the classroom?)

This environment is made to accommodate for students with disabilities, so all are

accepted. However, going over to the functional life skills home may be seen as stigmatizing

to the students, so it would be important to go at a time not all the students are out of their

classrooms, able to notice. The teacher there is very efficient and good at her job, and will

be able to give D.N all the support that he needs.


This setting allows for individual attention and instruction. There are not a lot of

distractions, because all the students are working on their own tasks. Even when the

students are working together on rec and leisure skills, the students are still focused on

doing one task. I would say that the D.N would enjoy learning in this environment because


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he would be able to be indoor, and working independently. He would be able to work on

skills related to his goals and objectives.

8. Would you recommend this setting for instruction? Why or why not?This setting is used for a little instruction during the day (1 period); however, I inventoried

to see if we could provide MORE instruction on multiple IEP objectives here. I found the

answer to be A.) Yes, multiple IEP objectives can naturally be worked on in this

environment and B D.N should be receiving more life skills training in general, and this

would be a good environment to use.


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Environmental Inventory- Phase 2

Documents

Transcript of Environmental Inventory- Phase 2