UDL IN EARLY CHILDHOOD CLASSROOMS IRIS MODULE ASSESSMENT

UDL IN EARLY CHILDHOOD CLASSROOMS (IRIS MODULE ASSESSMENT) GENISE R. THEODORE

1. TO SUPPORT RESPONSIVE CAREGIVING 2. FOSTER INDEPENDENCE IN YOUNG CHILDREN 3. DECREASE CHALLENGING BEHAVIOR 4. PROVIDE STRUCTURE 5. PROMOTE CHILDREN’S ENGAGEMENT *FIVE REASONS WELL-DESIGNED CLASSROOMS ARE IMPORTANT FOR YOUNG

1. A. P H Y S IC A L – O V E R A L L D E S I G N A R E A S W I T H S P A C E S F O R C A N D P L A Y I N D E P E N D E N T L Y O R I N B. E S T A B L I S H C L E A R B O U N C. C R E A T E C O Z Y , P R I V A T E A N D L A Y O U T H I L D R E N T O W O R K S M A L L G R O U P S D A R I E S S P A C E S. 2. S O C IA L – I N T E R A C T IO NS O C C U R R I N G I N C L A S S R OO M S B E T W E E N P EE RS , T E A C H E R S , A N D F A M I L Y A. U S I N G C. P L A N T O Y S O R A C T I V I T I E S T H A T S U P P O R T S O C I A L I N T E R A C T I O N ( S ) B. L I M I T A M O U N T O F M A T E R I A L S P R O J E C T S T H A T C A N B E D O N E I N G R O U P S 3. T E M P OR A L – T IM IN G , S E Q U E N C E , A N D L EN G T H O F R OU T I N E S A ND A C TI V I T I E S T A K I N G P L A C E T H R O U G H O U T T H E D A Y A. I N C O R P O R A T E B. T E A C H C. P L A N E N G A G I N G A C T I V I T I E S A N D R O U T I N E S A N D S C H E D U L E S E F F E C T I V E T R A N S I T I O N S R O L E S *THREE KEY ASPECTS OF EACH COMPONENT OF A WELL-DESIGNED CLASSROOMS ARE EARLY CHILDHOOD ENVIRONMENT: PHYSICAL, SOCIAL, AND TEMPORAL*

1. CREATE SAFE SPACES FOR REST AS WELL AS PLAY 2. POST VISUALS AND DISPLAY STUDENT WORK 3. FIND WAYS TO MINIMIZE NOISE AND KEEP LIGHTS MINIMAL IF NECESSARY FOR STUDENTS CONSIDERATIONS FOR DESIGNING AN ENVIRONMENT FOR INFANTS AND

1. MAKE FURNITURE CHANGES TO ACCOMMODATE STUDENT NEEDS 2. PROVIDE SPECIALIZED EQUIPMENT TO HELP STUDENTS DEVELOP INDEPENDENCE 3. CREATE INDIVIDUALIZED VISUAL MATERIALS FOR CHILDREN PARTICIPATION ACCESSIBILITY FOR CHILDREN

BEFORE AFTER Traffic jams occur at the doorway as Mr. Hilton stands waiting for parents and infants to arrive. Toys are on the bookshelf at the doorway and out of reach. 1. Create small spaces of student work/play areas that incorporate the use of the toys as well as allows for safe storage. All infants are seated in infant seats, lined up side-by-side against the wall, and fed around noon according to the schedule. Parents provide formula or meal. 1. Remove excessive furniture to allow for students to move freely while still being organized and structured. 2. Teach students independence for classroom entrance routines. 2. Allow for flexibility in schedule to allow eating 1. Be more physically present and Few toys in the corner of the room available to the students during class time. during floor time. Mr. Hilton sits in a rocker nearby and. Oinviting Mto. Rsupervise, . H I N T O N ’ S 2. CBe. Lmore A Svocal SRO M with communicating only when young students during class time; allow more