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Justification
An indoor classroom, as outlined by Department for Education South Australia (2022), is a central learning environment where children spend a significant amount of their time. Redesigning this space to be more inclusive ensures that all children, regardless of their abilities or backgrounds, can participate fully in daily activities. It allows for controlled lighting, temperature, and accessibility adjustments, creating a consistent and adaptable environment for diverse learning needs. Indoor settings offer numerous benefits, such as a controlled climate and lighting, enhanced safety and security, and consistent access to educational materials and technology. These advantages contribute to a stable and predictable learning environment, essential for young children's development. However, it is also important to address the limitations of indoor settings, such as the potential for reduced physical activity, limited exposure to nature, and higher risk of germ spread. By carefully planning the redesign, we can mitigate these disadvantages while maximizing the benefits, creating an inclusive, engaging, and supportive indoor classroom for all children.
Proposed Improvements to Make the Indoor Classroom Learning Space More Inclusive
1. Flexible Furniture Arrangement
Change/Additions
Introduce adjustable and modular furniture, such as movable desks and chairs, to create adaptable learning zones. Include a mix of seating options, such as floor cushions, bean bags, and standing desks, to accommodate various learning preferences and needs. In other words, the varied seating options ensure that all students can find a comfortable and productive learning environment that suits their individual needs.
2. Sensory-Friendly Zones
Change/Additions
Designate a corner of the classroom as a sensory-friendly zone with noise-canceling headphones, soft lighting, and calming sensory toys such as stress balls and fidget tools. Sensory-friendly zones provide a quiet, low-stimulation area where students who are easily overwhelmed can take breaks and regain focus. This helps support students with sensory processing issues, autism, or attention challenges, ensuring they can participate fully in classroom activities.
3. Interactive Learning Stations
Change/Additions
It is important to set up interactive learning stations equipped with various educational tools, such as tactile materials, interactive whiteboards, and digital tablets with accessible learning apps. Moreover, interactive stations cater to different learning styles and abilities, allowing students to engage with content in multiple ways. For example, tactile materials can benefit students who learn best through hands-on experiences, while digital tools can offer individualized instruction and support for diverse learning needs.
4. Visual and Audio Supports
Change/Additions
Incorporating visual aids such as charts, labels, and graphic organizers around the classroom will be a great addition. We must ensure that instructions and important information are also provided in audio format. It is one’s opinion that visual and audio supports help students with learning disabilities, such as dyslexia or auditory processing disorders, by providing information in multiple formats. This inclusive approach ensures that all students have access to the same content and can engage with it in a way that best suits their learning needs.
5. Inclusive Decor and Resources
Change/Additions
The classroom can be decorated with inclusive and diverse imagery, including multicultural posters, books, and educational materials that reflect various cultures, abilities, and family structures. Inclusive decor and resources help all students feel represented and valued.
6. Quiet and Collaborative Spaces
Change/Additions
Create distinct areas for quiet individual work and collaborative group activities. We can include partitions or soft dividers to separate these spaces and ensure they are equipped with appropriate materials. Separated spaces for quiet and collaborative work can accommodate different learning preferences and needs. The students who need solitude to focus can use the quiet area, while those who thrive in group settings can engage in collaborative activities. This arrangement supports a range of learning styles and ensures that all students can participate in a manner that suits their needs.
How the Design Will Stimulate and Engage All Children
The proposed design will stimulate and engage all children by providing a diverse range of learning environments and resources. The flexible furniture arrangement and interactive learning stations will cater to different learning styles and physical needs, encouraging active participation and exploration. The sensory-friendly zone will support students who require a lower-stimulation environment, allowing them to re-engage with the classroom activities when they are ready.
It is one’s belief that visual and audio supports will ensure that information is accessible to all students, helping those with learning disabilities or sensory processing issues to better understand and engage with the material. Also, inclusive decor and resources will make every student feel seen and valued, promoting a positive and engaging classroom atmosphere. By incorporating both quiet and collaborative spaces, the design allows students to choose the environment that best suits their current needs, whether they need solitude to concentrate or prefer working with others. Furthermore, this variety ensures that all students are able to participate meaningfully in their learning experiences, fostering an inclusive and dynamic classroom environment.
Current Setting
2D Model of Redesigned Space
Proposed Classroom Layout and Features
1. Flexible Furniture Arrangement
Provide movable desks and chairs that can be easily rearranged to create different learning zones, such as group work areas, individual study spaces, and teacher-led instruction areas. Also provide seating options including floor cushions, bean bags, and standing desks distributed throughout the room.
Furniture
Adjustable-height desks and chairs to accommodate students of varying sizes and physical needs.
Lightweight, easy-to-move tables and chairs to facilitate quick reconfiguration of the classroom layout.
Accessibility Features
Adjustable furniture ensures that all students, including those with physical disabilities, can find a comfortable seating arrangement.
Various seating options cater to students with different sensory and physical needs, ensuring everyone can find a suitable spot.
2. Sensory-Friendly Zones
A designated corner of the classroom with soft partitions or dividers to create a quiet, low-stimulation area.
Furniture and Equipment
Comfortable seating such as bean bags or cushioned chairs.
Noise-canceling headphones, soft lighting (e.g., dimmable lamps or fairy lights), and calming sensory toys like stress balls and fidget tools.
Accessibility Features
A dedicated sensory-friendly zone supports students with sensory processing issues, autism, or attention challenges, providing them with a space to take breaks and regain focus.
3. Interactive Learning Stations
Several stations around the classroom, each focused on different subjects or activities (e.g., science, math, reading).
Furniture and Equipment
Tactile materials like sand trays, building blocks, and textured surfaces.
Interactive whiteboards and digital tablets with accessible learning apps.
Accessibility Features
Stations equipped with varied tools cater to different learning styles, allowing students to engage with content in ways that suit them best.
Digital tablets with accessibility features (e.g., text-to-speech, adjustable font sizes) support students with learning disabilities.
4. Visual and Audio Supports
Visual aids displayed prominently around the classroom (e.g., on walls, bulletin boards).
Materials
Charts, labels, graphic organizers, and posters.
Audio devices such as speakers or headphones for listening to instructions and important information.
Accessibility Features
Providing information in both visual and audio formats ensures that students with dyslexia or auditory processing disorders can access content in the way that works best for them.
5. Inclusive Decor and Resources
Diverse imagery and educational materials displayed throughout the classroom.
Materials:
Multicultural posters, books, and educational resources that reflect various cultures, abilities, and family structures.
Accessibility Features
Inclusive decor ensures that all students feel represented and valued, fostering a sense of belonging and engagement.
6. Quiet and Collaborative Spaces
Distinct areas for quiet individual work and collaborative group activities, separated by soft partitions or dividers.
Furniture and Equipment
Quiet area: individual desks with privacy panels, noise-canceling headphones, and comfortable seating.
Collaborative area: group tables, whiteboards, and ample seating for team activities.
Accessibility Features
It is one’s opinion that separate spaces for quiet and collaborative work accommodate different learning preferences and needs, ensuring all students can participate in a way that suits them.
Background Information on Early Childhood Centre
Creek & Spot Bay Primary School, located on the eastern side of Cayman Brac, is an institution with a rich history and a commitment to inclusive education. The school operates on two separate sites: the Infant School (Nursery to Year 2) at Creek and the Junior School (Years 3 to 6) at Spot Bay. This division allows the school to cater to the specific developmental needs of different age groups effectively.
The school's origins date back to the early 20th century, with Spot Bay Primary School being the first educational establishment on Cayman Brac, founded in the early 1930s. The Creek Primary School was established in the early 1950s. Both schools initially operated independently with their own principals, staff, and Parent Teacher Associations (PTA) until their amalgamation in 2003 (Creek & Spot Bay Schools, n.d.).
Currently, the school serves 102 students from Nursery to Year 6, with a nearly equal gender distribution and a diverse student body comprising various nationalities including Caymanian, Jamaican, Honduran, American, Guyanese, and Filipino. The staff is equally diverse, hailing from the Cayman Islands, Jamaica, Britain, Trinidad, Barbados, the Philippines, and Canada. This multicultural environment enriches the learning experience and fosters an inclusive atmosphere (Creek & Spot Bay Schools, n.d.).
A notable addition to the school was the establishment of the Beacon Learning Centre (BLC) in January 2018, which caters to the specific needs of junior students requiring additional learning support. Approximately 24% of the student population is on the Additional Learning Needs (ALN) Register, with varying levels of support provided (Creek & Spot Bay Schools, n.d.).
The leadership at Creek & Spot Bay Primary School has seen significant changes over the years, with dedicated principals who have contributed to the school's development and inclusive practices. The current principal, Mrs. Margaret Juman, took over in August 2021 following the retirement of Ms. Claudette Lazzari (Creek & Spot Bay Schools, n.d.).
The school is actively supported by the Ministry of Education, the Department of Education Services, and various community stakeholders, ensuring a collaborative approach to education. This support network plays a crucial role in maintaining the high standards of teaching and learning at the school.
Observations of Daily Schedules and Routines
Daily Routines Promoting Inclusivity
At Creek and Spot Bay Primary School, it was noted through observation, that several daily routines foster inclusivity. One notable practice is the use of Circle Time at the beginning of each day, where students gather to discuss their thoughts and feelings. According to Koczela & Carver (2023), this practice promotes inclusivity by allowing every student to voice their experiences and perspectives in a supportive group setting. Teachers at the school facilitate discussions that are sensitive to cultural and individual differences, ensuring that all students feel heard and respected.
Another inclusive practice observed is the Buddy System, implemented during various activities. Harris (2016) postulated that this system pairs students with different abilities and backgrounds to work together on tasks. For example, during group projects or reading sessions, students are paired in a way that encourages collaboration between those with different strengths and needs. This method not only supports academic growth but also helps students develop empathy and social skills.
Additionally, the Rotational Activity Stations approach is used effectively in daily routines. Students rotate through different stations that focus on diverse learning areas, such as storytelling, problem-solving games, and interactive science experiments (Christina et al., 2019). This approach allows the students to engage with different types of content and interact with various peers, fostering an environment where diverse learning styles and abilities are accommodated.
Daily Routine Hindering Inclusivity
Despite these inclusive practices, some aspects of the daily routines at Creek and Spot Bay Primary School present challenges to inclusivity. One challenge is the limited quiet zones available during free play or independent work periods. While free play is an integral part of the day, the lack of designated quiet areas can be difficult for students who are sensitive to noise or require a quieter environment to focus. This can impact their ability to fully participate in activities.
Best Practices for Inclusivity (Eden et al., 2024)
Community and Parental Involvement
The school emphasizes strong community and parental involvement through initiatives such as regular Parent Workshops and Community Learning Days. These events provide opportunities for families to engage with the school, learn about inclusive practices, and support their children’s education. This helps to strengthen the partnership between the school and the community, fostering a more inclusive environment for all students.
Differentiated Instruction
Teachers at Creek and Spot Bay Primary School use Differentiated Instruction techniques to meet the diverse needs of their students. For example, in mathematics lessons, teachers provide various levels of problem sets and use visual aids to support students with different learning styles. This method ensures that each student receives instruction tailored to their individual needs and abilities.
Celebrating Diversity
The school actively celebrates diversity through Cultural Exchange Days where students share their traditions, food, and experiences with their peers. These events not only enrich the school’s cultural environment but also help students develop a deeper appreciation for each other’s backgrounds and experiences.
Examples of Inclusivity
Adaptive Learning Technologies
The school has integrated Adaptive Learning Technologies such as personalized learning apps and software that adjust to each student’s learning pace and style. This technology provides individualized support and helps bridge gaps in learning, ensuring that all students, regardless of their abilities, have the tools they need to succeed.
Flexible Grouping
During group activities, teachers use Flexible Grouping strategies to form groups based on different criteria, such as ability level, interests, or social dynamics. This practice ensures that students work with a variety of peers and benefit from diverse perspectives and skills, fostering an inclusive and collaborative learning environment.
These observations and practices highlight how Creek and Spot Bay Primary School works to create an inclusive educational environment, addressing both the successes and challenges in their daily routines.
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