Inclusive Programs: Environmental Adaptations
Another characteristic of inclusive classrooms is individualized adjustments that teachers make to the environment, schedule, routines and activities or materials to ensure that all children can participate. There are 8 major categories of adaptation. Teachers may decide to make adaptations to help a child better access or participate in the curriculum through improved physical access, communication, support with peer connection, reduced distractions or choice in materials, or visual supports/reminders for tasks and routines. Oftentimes there are adjustments that you can make that will benefit all children in a universal design for learning model. For example, covering a center with a cloth when it is "closed" will help all children recognize the expectation. Here's a quick intro to UDL.
Preschool teachers often adapt the environment and materials. There are hundreds of possible adaptations to support children in the environment, schedule, routines and activities or materials. Environmental changes might include moving furniture to improve transitions or having a calm-down sensory space to help any child who needs extra space to cope with big emotions. Schedules can be adapted on a temporary or permanent basis to change when certain activities occur or to shift a particularly tricky transition. Using a visual schedule daily will help the whole class to develop a sense of predictability. Changes to the routine/activity could be visual reminders, shortened circle times, or additional movement breaks built into small group times. Changes to materials could include pencil grips, access to headphones, communication devices, or specialized swings.
You can use this planning sheet to get ideas for how to modify the environment for the children in your program. Think about what you are expecting all children to do during each part of your day. Are there some children struggling with that expectation? What change can you make to the environment, schedule, routines, or materials that might support the child? Are there classroom layout changes that might support the child (moving a center, changing or covering the materials)? Would a visual reminder (task strip, First-Then chart, personalized schedule) help? What sensory materials might help this child (headphones, weighted blanket)? Are there changes to the seating (proximity to adult, backjack)? Does the child need changes to communication (additional wait time, simplified directions)? Are there changes in the activity or expectations that could help (reduced activity time, choice in participation)?
Remember, the goal for these adaptations is to make it easier for the child to participate - so finding the tools that allow the child to function more independently is the goal!
Dig deeper with these resources:
CARA's Kit from the DEC print resource and self-guided modules
Designing Environments (15 minute in-service suite) from ECKLC
Using Visual Supports in Early Childhood (podcast)
