University of Kansas, CRL. 
Division of Adult Studies. 
1122 W. Campus Dr., JR Pearson Hall Rm.517 
Lawrence, KS  66045
785.864.4780

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	This document was supported in whole or in part 
  by the US Department of Education, Office of Special Education Programs, (Cooperative 
  Agreement No. H324M980109). However, the opinions expressed herin do not necessarily 
  reflect the policy or position of the US Department of Education, Office of 
  Special Education Programs, and no official endorsement by the Department should 
  be inferred. Note: There are no copyright restrictions on this document, however 
  please credit the source and support of federal funds when copying all or part 
  of this material. This report is also available on the web for printing at: 
  http://das.kucrl.org/iam.html

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Regardless of the content you teach, taking a critical look at our teaching environment is the first step in making your classroom 
student-friendly.

Directions:
Check one circle for each statement.  Take into consideration the total classroom environment (lighting, sound, temperature, space) 
for all students in the classroom.  Likewise, ask several student with varying performance styles to complete the same assessment
so that different perspectives will be considered.  For each "No" response on the various assessments, ask yourself the following
questions:  

Can I change the situation by modifying or altering the environment?
Can I change the situation by modifying my behavior?
Can I change the situation by suggesting that the student(s) modify their behavior?

To illustrate how to use the information gathered from the assessment, consider the following scenario.  Imagine that
you and your students completed the assessment for a lab that you are teaching and the results indicated that the L-shape
of the classroom made it difficult for some students to hear.  The assessment also indicated that the acoustics were poor, probably
because the false ceiling had been removed some years earlier during repair work.  A third finding was that the air conditioning
made the room feel very chilly.

First, you could modify the environment by completing a work request to have the ceiling replaced in the room.  Second,
you could modify your behavior by standing in a more central location when you address the entire class.  Third, you could
ask students to modify their behavior by bringing sweater or long-sleeved shirts to be left in the room.  You might also consider
making space in the classroom for storage of these garments.

The purpose of the environmental assessment, however, is to emphasize how each factor could negatively impact student 
learning.  Likewise, including students in the assessment reinforces the importance of these issues for individual learners.
Other important resources to consider when contemplating environmental changes include colleagues and support service staff. 
You must also consider whether modifications or alterations can be made so that the appropriate students will be impacted
positively and others will not be impacted negatively.

Finally, when you simply can't change an aspect of the environment that is bothersome to some or all students, examine
how you - or they - might modify behavior.  For example, if the acoustics in the room remain poor regardless of the 
new ceiling and our location when speaking, consider other ways of communicating with students (e.g. adding a microphone 
speaker).

This document was supported in whole or in part by the U. S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H324M980109). However, the opinions expressed herein do not necessarily reflect the policy or position of the U. S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred Note: There are no copyright restrictions on this document: however, please credit the source and support of federal funds when copying all or part of this material. This document is also available on the web for printing at: http://das.kucrl.org/iam