Analyzing Learning Environments

Analyzing Learning Environments

1. Sensory Concerns: Students need to be in an environment with adequate light, with the absence of glare. Many of our LD students have special visual needs. For example, several students wear tinted glasses designed for dyslexia issues. They may need to have the brightness on their computer adjusted to suit their individual needs. Individual workstations are set up that cater to unique needs and support materials are chosen to cater for differences. For example, students who are colour blind may need alternative supplies catered just for them. Lastly, students are encouraged to wear ear cancelling earphones or listen to soft lyrical music to cover any outside noise or distracting sounds.

2. Seating Concerns: Students are given desks and chairs which can be adjusted to the ideal height. This will be their chair and desk for the duration of their learning experience. In addition to this, standing desks are also available for students who find they engage better while standing. If students require special cushioning or an ergonomic seat, we can certainly cater for their needs. Since the students are individually programmed and not working on the same exercises as their classmates, there is little need for the furniture to be easily moved. All classrooms have accessibility access.

3. Furnishing Concerns: Quality of the furniture is high and sturdy, to cater for different body types. As mentioned, students need an individual workstation and so therefore the furniture does not need to be configured into different shapes and forms. We require students NOT to cross their legs and to do their work with both feet flat on the ground, shoulders relaxed and a straight back. Most students will not be able to directly see each other and create a “nook” around the computer with display boards.

4. General Concerns: There are some obvious general concerns for our site. There is no parking provided and parking in downtown Toronto can be difficult to access, especially in the winter. Also, there are food options near our location, but would be difficult for students who have physical limitations. Also, the space we have is very limited, the concept of “breakout” rooms is very limited. We do have assessment rooms/pods, however these are specifically designed for two people to host the assessment, not really used as a breakout room as such. Finally, in terms of flexibility, I think our site can accommodate the individual needs of many different learners.

5. Social/ Cultural Concerns: I don’t feel that there are any age related or gender discrimination embedded in our program. There might be an element of racial discrimination involved as the program is currently only available in English. Converting the program into French or Spanish or even mandarin are something we are looking into, however the initial cost of implementing such an endeavour is a setback as not only would the program have to be translated, but also the computer exercises, the teacher tablet interfaces and then also training of the teachers in a foreign language. Although, we have had students access the program where they have had a translator as a teacher’s aid. Facilitators have extensive knowledge of different types of learning differences and how different cultures define and respond to individual learning needs. Finally, societal barriers, for example economic barriers are addressed and we offer help in locating appropriate funds and grants that individuals and site

6. Psychological Concerns: This area is where I think our program has many advantages. On the first meeting, students are assessed to get an ides of their cognitive profile, their different learning strengths and weaknesses. Once these have been determined, the student becomes aware of their areas of difficulty and a program is recommended. Students are to take ownership of their own learning by making sure they create for themselves the conditions to support significant neuroplastic change (Active and sustained engagement, novelty and effortful process). Once these barriers are identified, the learner can begin to address their special needs. Finally, a supportive and inviting atmosphere is created by all staff, students and teachers.