Dr. Manju Antil | Counseling Psychologist | Psychotherapist | Educator| Founder- Wellnessnetic Care

National Council of Educational Research and Training (NCERT), New Delhi

 

Reasonable Accommodations for Children with Disabilities in Schools

 

Classroom observation schedule

     Date : …../..…/….

     Place:………………….

     Observer………………….

Instructions: Please observe the class and fill up the blank areas with the relevant information. Please do Tick (√) whichever is applicable in the optional items, more than one option may be chosen. This information will be used for research purpose only. Complete confidentiality will be maintained for your responses.

1.      Class:…………………………………………………………………………………

 

2.      Subject:…………………………………………………………………………………

 

3.      Topic: …………………………………………………………………………………

 

4.      Timings of the class: …………………………………………………………………

 

5.      Duration of observation: ………………………………………………………………

 

6.      No. of students attending the class: ……………………………………………………

 

7.      Total no. of students in the class: ………………………………………………………

 

8.      No. of students with disability in the class:…………………………………………….

(Please specify, no. of students with nature of disability)

9.      Total no. of students with disability in the class: ………………………………………

 

10.  Name of the teacher in the class:……………………Age:……Sex: M 1   / F  2 / O  3

 

11.  Infrastructure of the classroom;

1.      Floor:……………………………………………………………………

2.      Location:………………………………………………………………..

3.      Blackboard/Green-board :………………………………………………

4.      Teachers table-chair:…………………………………………………….

5.      Students seating/group formation-

Gender wise  1	Mix-type    2	Subject/activity wise  3	Ability-wise   4
Class wise  5	Caste-wise   6	Special seating arrangement 7	Any other   8

6.      Display board:…………………………………………………………………….

7.      Cupboard:…………………………………………………………………………

8.      Bag/lunch/Shoe corner:…………………………………………………………….

9.      Illumination: ………………………………………………………………………

10.  Fan and switch board:……………………………………………………………..

11.  Noise level: ………………………………………………………………………..

12.  TLM: ………………………………………………………………………………

13.  Any other (Specify):……………………………………………………………….

 

(Instructions for observation: Location of the children with disabilities/girls with disability in the class, participation in activity, accessibility of amenities in the classroom etc.  )   ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….

 

14.  Knowledge, Skills and attitude

□   Clarity in delivery of contents

□   Organization of contents to be transacted

□   Examples from immediate environment

□   Command over the subject

□   Any other: ………………………………………………………………………………..

 

(Instructions for observation: (i) Does teacher teach in the class with prior preparation or without preparation? (ii) Does teacher teach in the class by using of children’s language (mother tongue)? (iii) Does teacher teach with examples given in the textbooks only or use examples from immediate environment? (iv) Does teacher address the divers eneeds of students with disabilities?)     ……………………………………………………………………………………………. ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….

 

 

 

 

 

 

15.  Teaching Methods/modes of presentation:

□   Lecture-note method

□   Question-answer method

□   Demonstration

□   Project method

□   Practical

□   Field trip

□   Activity based learning(ABL)

□   Group learning

□   Large group discussion

□   Small group discussion

□   Cooperative learning strategies

□   Peer tutoring

□   Assignment

□   Social learning

□    Task analysis

□    Any other (specify)………………………………………………………………………

(Instructions for observation: whether learner centered approach being used? )   ……………………………………………………………………………………………. ……………………………………………………………………………………………. ……………………………………………………………………………………………. …………………………………………………………………………………………….

 

 

16.  Teaching aids being used

 

□   Audio-Visual Aids

□   Computer

□   TV

□   Tape recorder, cassettes

□   CD/DVD players

□   Maps

□   Globe

□   Charts

□   Models

□   Flash cards

□   Text books and supplementary books

□   Tactile aids

□   Multi-sensorial aids

□   worksheets

□   Low cost aids

□   No cost aids

□   Activity aids

□   Blackboard/green board

□   Any other :

□   None of them

 

 

 

(Instructions for observation: whether teaching aids are appropriate for the content and accessible to students with disabilities)   …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………………………………

 

 

17.  Interaction between the teacher and students

□   High

□   Average

□   Low

 

(Instructions for observation: (i) Is teacher providing opportunities to students to ask questions or start discussions? (ii) Is teacher is providing opportunities to students with disabilities to participate in discussion? (iii) Is teacher asking questions to a particular student or focusing  students sitting in a particular row or from any children of the class ?)   …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………..

 

 

18.  Participation of students (with disabilities) in activities

Nil	1
Partial	2
Equal	3

 

 

 

(Instructions for observation: Is a student with a disability getting enough opportunities for participation and learning?)   …………………………………………………………………………………………………. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

 

19.  Teachers' adaptability:

□   Establish rapport with students

□   Inventiveness

□   Flexible in adaptation

□   Communicate the concepts

□   Rigidity

□   Confident

□   Motivating

□   Engaging

□   Eager to take on challenges

□   Organizes activities

□   Originality

□   Any other (specify): …………

 

(Instructions for observation: Is the teacher  applying a differentiated teaching-learning approach or teaching based on a Universal design for learning?)   …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

 

 

20.  Reinforcements and rewards (if any)

 

□   Edible rewards

□   Tangible/Material

□   Social rewards

□   Activity rewards

□   Token rewards

□   Privilege rewards

□   Any other (specify)…………………..

 

(Instructions for observation: Is a student with a disability getting reinforcement for his/her attempt to participate in activities?)   …………………………………………………………………………………………………. …………………………………………………………………………………………………. …………………………………………………………………………………………………. ………………………………………………………………………………………………… …………………………………………………………………………………………………

 

21.  Expression of punishments:

□   Facial-anger expression

□   Gestural expression (eg. Eye-gazing )

□   Vocal/loud scolding

□   Physical punishments

□   Swearing

□   Any other (specify)………………………………

 

(Instructions for observation: does it occur?)   …………………………………………………………………………………………………. …………………………………………………………………………………………………. ………………………………………………………………………………………………….

 

22.  Assessment and evaluation

Mode of assessment □   Grading for participation □   Questioning □   Review of class □   Recapitulation □   Assignments □   Projects □   Homework □   Feedback from students □   Any other (specify): …………………

Means of assessment □   Aural-oral □   Written □   Gestural/signs □   Through drawing, sketching □   Pointing, indicating □   Technological application Any other (specify):…………………