Learning Outcomes

Research and theory on school and early childhood environments has identified several factors that contribute to actions, activities, learning and social position of those within the space. The environment is often described as being comprised of physical space, social relationships, and the temporal pacing (Dinnebeil, et. al, 2009; McGhie-Richmond, et. al, 2007). The current Ontario early years curriculum framework, How Does Learning Happen? describes the environment itself as a teacher (Ontario Ministry of Education, 2014), which is key to informing and shaping learning. Educators, children/students and their families in part constitute the environment. In order to create inclusive environments, we need to design and adapt all aspects of educational spaces in order to ensure active participation of the whole group, and the individuals within the group.

The aim of these activities is to learn ways to adapt the environment for groups and individuals through:

1. Universal Design for Learning

2. Differentiated instruction

3. Routines-based approaches

Additional Resources

Watch: McWilliam, R. A., Casey, A. M., & Sims, J. (2009). The routines‐based interview: A method for gathering information and assessing needs. Infants & Young Children, 22(3), 224-233. Robin McWilliam (YouTube) video about routine based questionnaires: Part 1 and Part 2 .

Read: Ontario Ministry of Education (2014). How Does Learning Happen?

References

Darragh, J. (2007). Universal Design for early childhood education: Ensuring access and equity for all. Early Childhood Education Journal, 35, 167 – 171.

Dinnebiel, L., Pretti-Frontczak, K., & McInernery, W. (2009). A consultative Approach to Service Delivery: Considerations for the Early Childhood Community. Language, Speech and Hearing Services in Schools, 40(4), 435-445.

McGhie-Richmond, D., Underwood, K. and Jordan, A. (2007). Acquisition of Effective teaching practices in elementary classrooms. Education Exceptionality Canada.