Effective classroom environments for students with disabilities and those prenatally exposed to drugs and alcohol

Abstract

This study's aim was to investigate teachers' and parents' perceptions of characteristics of effective learning environments in a small rural county in Western New York for students in elementary school with disabilities or an individualized education plan (IEP), including children who have been prenatally exposed to drugs and alcohol. The second purpose is to investigate how these classroom environments contribute to students' social/emotional and sensory development. My main questions are, what are elementary teachers' and parents' perception of the characteristics of an effective learning environment for young children with disabilities or an individualized education plan (IEP), specifically children prenatally exposed to drugs and alcohol? The participants were Kindergarten and first grade students in a special education classroom from a rural elementary school in western New York. The study was comprised of qualitative research including interviews with my participant's teachers and families. The quantitative research including an observation scale of participant behavior and classroom environment. The results were then compared to the appropriate information found within the literature review. The results indicated a specific need for appropriate classroom environments with the use of sensory and social/emotional interventions. The students responded positively the routine, schedules, and classroom set up put forth by the classroom teacher. The classroom was arranged for optimal student success. [from author's abstract]