September 26, 2025 Claire B 0 Comments

As you have learned over the last four weeks, there are many considerations to include when designing a positive learning environment: from considering the unique needs of your students; fostering classroom community; developing schedules; routines and transitions; to ensuring the overall climate is diverse, equitable, and inclusive—it is no simple task.

For your final assignment in this course, you will bring together the work you have already begun, along with additional elements to create your final visual layout and a rationale for how your design supports the needs of the children and family you will be working with based on the classroom you have been utilizing throughout the course.

To prepare,

Preschool Classroom

A 2/3-year-old classroom of 12 students. In the room you have one student Maria who comes from a home where Spanish is only spoken. Maria’s parents seem very interested in supporting her, but language is a barrier for them to communicate their needs to you. You also have one child Johnny who has cognitive and physical delays which require him to work with an aid most of the time when he is in your room. Johnny’s mom is very worried about him and would like to schedule regular meetings with you to review his goals and progress throughout the year. Then, you have a 3-year-old boy Michael who is living with a foster family after being moved around a bit. The family is overwhelmed trying to help him manage his behavior and he tends to lash out at other children often.

Assignment Instructions

There are two parts to your final assignment:

Part 1: Final Visual Layout

  • Using the tool of your choice, create a final visual layout for your chosen classroom. environment. There should be enhancements and refinements to your visual layout based on the feedback you have received.
  • Label the layout to identify which of the classrooms you designed it for (Preschool Classroom, 4K or 5K Classroom, or First-Grade Classroom).
  • Evaluate your final design based on the UDL Environment Checklist Download UDL Environment Checklist.

Part 2: Positive Learning Environment Rationale

Using the tool of your choice (Microsoft Word, PowerPoint, video, etc.), create a project that fully addresses the following:

  • Describe how you enhanced or refined your visual layout based on the feedback you received.
  • Explain how your classroom design incorporates the key principles and characteristics related to developmentally appropriate practices in establishing high-quality learning environments for diverse young leaners.
  • Assess how your classroom design fosters a diverse, equitable, and inclusive environment.
  • Demonstrate how your classroom design allows you to utilize classroom management techniques, such as daily schedules, routines, and transitions.
  • Express how your classroom design encourages your students to foster a strong sense of community.Break down how your classroom design provides opportunities to engage and foster partnerships with families.

Submission Requirements

In your Learning Environment Design Project,

Part 1: Final Visual Layout must have the following format options:

Part 2: Positive Learning Environments Rationale must have the following number of pages, slides, or minutes for the format options:

You must submit two deliverables to Waypoint for this assignment, one for Part 1 and one for Part 2 that

The Learning Environment Design final project

UDL Environment Checklist for Week 5 Final Assignment

Adapted and modified from the text and the CTD Institute Universal Design for Learning Checklist.

If using keyboard controls check the boxes with the spacebar.

Description of item

Check if noted

Physical layout and spaces are accessible and safe

 ☐

Active centers are separated from quiet centers

 ☐

Varied seating options available (small chairs, bean bags, inflatable disks, wobble chairs etc.)

 ☐

Physical space is set up with room to move freely between areas.

 ☐

Learning centers have a range of materials that are easy to access.

 ☐

Library area includes a variety of books

 ☐

Storage areas available to house materials

 ☐

Space for children’s art to be displayed at eye level

 ☐

Individual cubbies available for student belongings

☐

Cooperative-use toys available for pairs and groups of children.

☐

Enough spaces for all the children in the classroom to find a place to be at any given time.

☐

The environment appears to be welcoming to children

☐

There is a space for all children to gather together

☐

The environment is clutter free

☐

Materials visible to support awareness of diversity (posters, books, culture etc.)

☐

Sensory materials or fidget toys to support children’s sensory needs

☐

Daily picture schedule visible for students

☐

Materials and activities to help children explore feelings and how to handle social situations

☐

Choice areas clearly labeled and allow for student choice

☐

Active and quiet activities are balanced and sequenced

☐

Reference:

Bullard, J. (2017). Creating environments for learning: Birth to age eight (3rd ed.). Pearson.

· This text is a Constellation™ course digital materials (CDM) title.

Universal Design for Learning – ctdinstitute.org. (n.d.). Retrieved July 13, 2022, from https://www.ctdinstitute.org/sites/default/files/file_attachments/UDL-Checklist-EC.pdf

Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A

Order Solution Now

Categories: