UDL/AT Classroom ChecklistsAvailable Environmental Supports

Early Intervention: 0-2THOM EI Program- Boston, MA

Eliot + Criteria EI Programs – Malden, MA

Early Childhood Preschool: 3-5Early Learning Center- Malden, MA

Developed by LP! Project

participants2012-2017

Designing Spaces for ALL Children

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Universal Design…

"the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design"

… addresses the needs of all learners with accessible design of products + environments (adaptable, flexible features)

Assistive Technology…

“Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.”

… any thing that supports a child with a disability to do something s/he can’t do with out it

Diversity in Early Learning: Criteria

Income +Education

Culture +Language

Individual Differences

Disability(9%)

Quality Counts, 2015Early Education Index, 2015

Individual Differences

Gender

Temperament

Interests

Learning styles

Life experiences

Culture

English Language Learners

Special Needs (9.0%)

Designing Supportive 0-5 Environments

Physical Temporal SocialTeaching

Strategies

Early Childhood Environments

Physical environment: design of the physical layout of space, arrangement of furniture and resources, lighting and floor coverings, and the creation and organization of learning centers

Temporal environment: the management of the daily structure of routines, activities, and transitions

Social Environment: supporting relationships and interactions between children/ teachers; teacher/ teacher; family/ center

Teaching Strategies: strategies are based on the caregiver/teacher’s understanding of child development, observing children, guiding learning and assessing progress.

Supporting Participation in Daily Activities

Home Routines

Class Routines

Consider each child’s interests, abilities + challenges

Identify what ‘participation’ means in every activity

Engineer the environment for increased access + independence

Intentionally select accessible, adaptable materials + toys

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Sources of Environmental Supports

Items + strategies with adaptable, flexible, accessible universal design features

Adaptive materials for modifications

Assistive technologies for children with disabilities

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Universal Design

Adjustable height furniture

Chairs with sides

Adaptable toys

Placing materials at eye level

Specific activity supports

Adaptive Materials

Stabilize BuildUp

Confine Highlight

Velcro, dycem, showloop

Cylindrical foam

Tape

Piping, cardboard

Links

Wiki stix

Assistive Technology- supports child’s function

Communication Movement:

Position Mobility

Behavior: Sensory

Visual Supports

Use of Materials: Play

Self care Early learning

Assistive Technology: Individualized supports

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When do UD supports become AT?

Income +Education

Culture +Language

Individual Differences

Disability(9.0%)

When a child with a disability requires a

support in order to fully

participate

Users prefer supports that

are easy to use

fit the context of the environment + activity

can be useful by several children

are easily adapted

Only 5% use specialized supports; prefer off the shelf items or ones modified with adaptive materials Toolbox of Supports

AT

EnvMod

UD Items

Physical Environment Supports

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Labels: center/activity, bins, hooks

Quiet, non-distracting areas

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Physical: Range of accessible materials

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Offer Choices….

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Physical: access to materials

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Temporal Environment Supports

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Temporal: How Do I Participate? What do I do?

Temporal: Rules + Sequence

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Temporal: Making Choices

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Social Environment Supports

Social stories

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Social

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Using the Checklists

Universal Design for Learning: A Checklist for Early Childhood Environments

Design Guide

Reflection Tool

UDL/AT Checklist for Early Intervention Center-Based Programs

Identification tool + guide

UDL/AT Checklist for Preschool Center-Based Programs

Identification tool + guide

Group Use of UDL/AT Supports

Identification tool + guide for EI play groups

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Interpreting Results

Physical Environment

Movement/Position Supports

Supports to Use Activity Materials

Social Environment

Communication Supports

Sensory Supports

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Temporal Environment

Visual Supports

Using Checklist Results

Results indicate whether supports are adequate or if additional supports need to be included/expanded in the learning environment

All supports should be embedded into daily routines + activities

Children should be encouraged to try out various supports

The use of all effective supports should be documented; in particular, those needed by children with disabilities

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