Module 3 Learning Guides

Module 3 Learning Guides

These guides are used by and facilitated by instructors with learners.  They are designed to extend the learning in the self-paced modules.

General Guides

Learning Guides

Guide Name and Description/Objectives

Related Lesson/Module Section

PLAN SECTION

Learning Guide 3.1: Setting the Stage

With this guide, learners will:

  • Identify the challenges teachers face when interacting with students with and without disabilities.
Setting the Stage (2:10 run time)
You will meet Erica and her son Tyler, a 2-year-old child with visual impairment. Tyler’s visual specialist, Judy wants to help Erica work on environmental accommodations and modifications to facilitate Tyler’s independence and participation in daily routines.

 

Learning Guide 3.2: Ask The Expert

With this guide, learners will:

  • Describe environmental practices..
  • Identify key characteristics of recommended practices related to environment.
Lesson 1: Ask the Expert (3:39 run time)
Environment is defined and the best available research on environmental practices is summarized by Dr. Lori Meyer and Tricia Catalino

Learning Guide 3.3: Gathering Information

With this guide, learners will:

  • Understand the components of the child’s natural learning environment.
  • Understad how the environment can serve as an intervention strategy to promote access and participation of all children, especially children with disabilities.
Lesson 2: Gathering the Information (15:30 run time)
Components of the child’s environment and how changes to the environment can serve as an intervention strategy to promote access and participation of all children, especially children with disabilities, are explained with examples and activities.

Learning Guide 3.4: Take Action

With this guide, learners will:

  • Understand when and how to modify or adapt the environment including physical space, everyday activities and routines, and materials in order to optimize child learning.
  • Understand when and how to use assistive technology to support child learning.
Lesson 3: Take Action (5:50 run time)
Strategies on how to observe the child’s level of participation and how to modify or adapt the environment, and how to use assistive technology to support child learning, are explained with examples and activities.

Learning Guide 3.5: Voices from the Field

With this guide, learners will:

  • Identify practitioners’ and families’ experience-based knowledge related to learning environments for young children and the critical issues involved with making adaptations to effectively support child engagement.
Lesson 4: Voices from the Field
Practitioners and family leaders share their expertise and perspectives of using environmental practices with young children.
DO and STUDY SECTIONS

Learning Guide 3.6: Scenario-Based Activity

This guide contains a set of five simulations/scenarios that can be used in place of, or in addition to, the online simulation.

With this guide:

  • Learners will practice engaging in professional discussions that address the design of physical, social, and temporal environments that promote the access and participation of all children.
  • Learners will apply what they have learned about environment practices.

Learning Guide 3.7: Reframing Activity Guide

With this guide:

  • Learners will reframe statements about families to reflect an anti-bias viewpoint.
  • Learners will reflect on implicit bias and its impact on their practice.

    Module 3 Do Section

    Module 3 Study Section

    ACT SECTION

    Learning Guide 3.8: Performance Feedback Guide

    This guide can be used with learners who have designed or participated in designing environments for young children with disabilities in either their own classroom/setting/program or in field-experiences associated with university coursework.

    Learning Guide 3.9: Practice Profile

    Environmental practices refer to aspects of the space, materials (toys, books, etc.), equipment, routines, and activities that practitioners and families can intentionally alter to support each child’s learning across developmental domains.

    Learning Guide 3.10: Setting the Stage- Wrap-Up

    With this guide, learners will:

    • Identify the challenges practitioners face when adapting the physical, social, and temporal environment to support children's learning and development across domains.
    • Develop solutions for practitioners in adapting environments for children with disabilities and their families.
    Module 3 Act Section

    Got questions? Looking for SCORM-ready lessons to embed in your LMS? Contact rpm@unc.edu