Physical Environment / classroom management
Teachers to consider the following:
- Are recommendations from specialist support services being used to ensure the appropriate physical environment for the young person?
- Are resources, such as relevant checklists and environment audits used to inform classroom practice?
- Are there opportunities for flexible groupings and pairings?
- Do young people have access to positive role models to allow for paired work to support sensory needs?
- Are young people are appropriately seated to access the information and reduce distractions?
- Is seating is considered so that the young person’s writing arm is on the outside edge of a shared desk?
- Are the young person’s feet on the floor, or another platform, when seated to maximise stability?
- Are potential fatigue factors taken into account both in consideration of classroom based activities and other activities such as PE??
- Are there identified areas suitable for personal care, physiotherapy programmes, quiet areas, breaks etc…?
- Are the school, and classrooms free from clutter?
- Are there alternative locations for play as well as the main playground area in response to individual needs?
- Are school trips and extra-curricular activities carefully planned with risk assessments completed to ensure that reasonable adjustments are made when necessary for individual needs?
- Is there flexibility to make temporary reasonable adjustments to the learning environment as required following illness or injury?