WHO'S WHO IN YOUR CHILD'S LIFE & CLASSROOM CHECKLIST

Who's Who In Your Child's Life?

Classroom Observation Checklist

BACK

APPENDIX E

WHO'S WHO IN YOUR CHILD'S LIFE & CLASSROOM CHECKLIST

 

WHO'S WHO IN YOUR CHILD'S LIFE?

You are the expert regarding your child.  But others in your child's life are important for you to know.  Take time now to fill in their names.  You can find many of them listed on your child's Individualized Education Plan (IEP) or call your child's school to learn about Who is Who.

School Information
Child's Name:
Age:
School: Phone:
School Address:
Special Education Classification:
Special Education Placement (e.g., special class, resource center, mainstream):
Director of Special Services (Pupil Services): Phone:
Superintendent of Schools: Phone:
Principal: Phone:
Teacher(s): Phone:
Classroom Aide: Phone:
Child Study Team
Social Worker: Phone:
Learning Disabilities Teacher Consultant (LDTC):  Phone:
Psychologist: Phone:
Medical Doctor: Phone:
Other Specialist(s): Phone:

Top of page

CLASSROOM OBSERVATION CHECKLIST

On the following three pages is a checklist you may wish to copy and take with you when you visit a potential classroom or program for your child.  We strongly encourage you to complete this form or a similar one for each class you visit in order to remember the strengths and weaknesses you discover.

CLASSROOM

  1. What is the size of the classroom?
  2. Where is it located?
  3. How many students are in the class?
  4. What is the ratio of students to teachers?
  5. What materials are available?  Are they accessible, appropriate, varied, interesting?
  6. Is the students' work displayed?
  7. Are the students involved in their schoolwork?
  8. Is the atmosphere relaxed, but well controlled?
  9. What is the ratio of boys to girls?
  10. Is special equipment available (i.e., chairs with arm supports)?
  11. Where is the classroom located in relationship to cafeteria, therapy, outdoor play areas?
  12. Are bathrooms located in or outside the classroom?

TEACHER

  1. Is the teacher in control of the classroom?
  2. How does the teacher deal with disruptions?
  3. Is the teacher generally skillful in teaching the students?
  4. Does he/she break down learning tasks into steps?
  5. Is the teacher able to present different directions when students have difficulty understanding the first ones?
  6. Are the directions clear enough so the student knows what is expected of them?

CURRICULUM

  1. What type of developmental areas (movement, communication, social relationships) are included in the curriculum?
  2. How does the program address individual needs of the children?
  3. What is the daily schedule?  Is it consistent?
  4. Are daily living skills incorporated into the curriculum?
  5. Are children grouped in the same skill level or within different skills in the same group?
  6. Do children work individually, in small groups, or as a total class?
  7. What type of behavior management strategies are used?
  8. How are related services (speech, occupational therapy, physical therapy) scheduled?
  9. Is there time allotted for daily outdoor activity?
  10. Are there field trips outside the school?
  11. To what extent are the children involved with other children in the school?
  12. How much time will my child spend in the general education classroom?
  13. Has the general education teacher had training to work with the special education pupils? Will ongoing in-services be provided for general education teachers?
  14. Is there a summer program?

PARENTAL INVOLVEMENT

  1. Are parents given the opportunity to observe the classroom?
  2. How can parents maintain contact with the teacher?
  3. When/how are parent conferences scheduled?
  4. When/how are progress reports written?
  5. Will teachers/therapists provide parents with suggestions for home carry over?
  6. Is there a parent organization or support group available?

POSITIVE SUGGESTIONS

  • Find out about school policies during visits.
  • Give sufficient notice.
  • Know why you are observing.
  • Don't interrupt children.  Don't monopolize the teacher's attention.
  • Keep notes - using guidelines of positives, negatives, concerns, etc.
  • Share your findings with school professionals on the child study team or the teacher if that is appropriate.
  • Recognize that most people become uncomfortable when being observed.
  • Don't be judgmental - ask questions for clarification when you have concerns.

Top of page