Learning Environment
Teachers to consider the following:
- Have resources (e.g. environment checklists) been used to evaluate the learning environment?
- Have issues related to completing homework and revision for tests and exams been identified and support provided?
- Is the learning environment clearly organised, with visual cues and signposts adjusted to the level of understanding of the young person?
- Have sensory processing difficulties associated with seeing, hearing, touching and smelling as well as sensing where their body is and maintaining balance, been assessed and considered when developing and auditing a suitable learning environment?
- Has the sensory environment been considered when interpreting a young persons actions?
- Have the social demands of working with or being with other young people been considered and adjusted in relation to the young person’s needs?