For this week, go to the following IRIS Module link:
Click on the "Challenge" icon (#1) and go through each module. Click on the "next" arrow at the bottom of each page to move on to the next page.
When you get to the "Wrap Up" section, you will respond to the questions under "Revisiting Initial Thoughts":
Think back to your initial responses to the following questions. After working through the resources in this Module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change? Please respond to the three questions below and post in Canvas.
1. What should Ms. Adelaide know about assistive technology and how it is used by students with disabilities?
2. What are the school’s responsibilities regarding assistive technology?
3. What can classroom teachers do to help their students fully succeed in their use of assistive technology?
For this week, go to the following IRIS Module link:
Click on the "Challenge" icon (#1) and go through each module. Click on the "next" arrow at the bottom of each page to move on to the next page.
In the Initial Thoughts section, write your responses to the following two questions:
1. What is the pre-referral process?
2. What are the stages of the pre-referral process and what do they involve?
Revisiting Initial Thoughts
Think back to your responses to the Initial Thoughts questions at the beginning of this Module:
1. What is the pre-referral process?
2. What are the stages of the pre-referral process and what do they involve?
You will also write your response to the following question:
3. After working through the Perspectives & Resources, do you still agree with those responses? If not, what aspects about them would you change?
For this week, go to the following IRIS Module link
Click on the "Challenge" icon (#1) and go through each module. Click on the "next" arrow at the bottom of each page to move on to the next page.
After going through the IRIS MODULE to expand your learning, take your time in the Assessment section to answer three (3) questions. You are required to complete the chart for Question #5, and you will also select two other questions of your choice, for a total of three questions.
Early Childhood Environments: Designing Effective Classrooms
Assessment
Take some time now to answer the following questions. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.
(*REMEMBER: You are required to complete the chart for Question #5, and you must also select two other questions to answer. You will submit a total of three questions.)
- List five reasons why well-designed classrooms are important for young children.
- Identify and discuss at least three key aspects of each component of a well-designed early childhood environment: physical, social, and temporal.
- Describe three unique considerations for designing an environment for infants and young toddlers.
- Describe three strategies that teachers can use to make the physical environment more accessible to children with disabilities.
- Mr. Hilton is a new teacher in a classroom of infants, ages six months to twelve months. He is feeling a little overwhelmed with the “flow” of the day, especially when it comes to the arrival of infants and parents, feeding time, and floor time with the infants.
- Review the three problem areas listed in the Before column in the table below.
- List at least two changes that Mr. Hilton can make to address each of the issues described in the Before column.
- For each suggestion, indicate whether the change you recommend is to the physical (P), social (S), or temporal (T) aspect of the environment, or any combination of the three.
| Mr. Hilton’s Classroom | |
| Before | After * Don’t forget to add (P), (S), or (T) to indicate what aspect of your recommendation is addressed. |
| Traffic jams occur at the doorway as Mr. Hilton stands waiting for parents and infants to arrive. Toys are on the bookshelf at the doorway and out of reach. |
1. 2. |
| All infants are seated in infant seats, lined up side-by-side against the wall, and fed around noon according to the schedule. Parents provide formula or meal. |
1. 2. |
| Few toys in the corner of the room during floor time. Mr. Hilton sits in a rocker nearby to supervise, communicating only when young children try to use the same toy. | |
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