From the stage when the need for adaptations to a student's workspace is first identified to its actual fabrication or purchase, careful planning should take place. The process should include gathering and sharing information, discussion, collaboration of a variety of people with specialized knowledge and skills, and team work to ensure that the planning is effective. Taking the right steps will ultimately result in a workspace that is safe, functional, and comfortable for the student and will ensure that the workspace enhances learning.
The classroom teacher, resource teacher, therapist, or student may be the first to become aware that adaptations to a student's workspace are needed. A procedure for bringing such a concern forward to begin the planning process should be established in the school or district. In some cases, the appropriate beginning will be a referral to the school based team. In others, a meeting to develop the student's Individual Education Plan (IEP) will be the right forum. In some schools, a referral to district based administrative staff or district resource person will be an appropriate beginning. Regardless of the procedure which applies locally, it should next signal the gathering together of a team of people who can bring their particular expertise to bear on solving the workspace problem.
Section 2.3 - Roles of Team Members describes possible team members and what each can contribute to the planning process. The nature of the student's needs will determine the kinds of skills and perspectives that should be brought together for the team.
Feedback from school district personnel has emphasized the importance of leadership in the team. The group should choose a person who will take on the responsibility of planning team meetings, keeping records of discussions and decisions, and ensuring that plans are implemented. The designated leader could be the classroom teacher, resource teacher, physiotherapist, occupational therapist, or other specialist teacher such as a teacher of students with visual impairments.
Another feature of the planning process which was emphasized in district feedback is the importance of collaborative teamwork. The team should jointly clarify the scope of its work and ensure that all team members are able to fulfill their roles effectively. As a group, the team needs to decide how to go about analyzing the problem and arriving at possible solutions. These activities may prove effective:
Once the general plan is made, the details of actually providing the workspace still remain. This may include measuring, drafting, modifying existing equipment or furniture, and/or purchasing items. The form Designing an Adapted Workspace, Appendix D can be used to record information at this stage in the process. Choices to be considered in fabricating or purchasing the adapted workspace are also included in Section 4 of this guide.
Two 3.0 - Case Studies in this resource provide examples of the decision making steps that took place in order to create the most appropriate work spaces for the students involved.
This form provides therapists with a comprehensive screening checklist to complete when called upon to provide the team with information regarding a student's workspace.
This form can provide a framework for the decision making process. The project leader should take responsibility for completing this form as a record of the team meeting.