Environmental

The 'What?'

Environmental strategies address physical, social, and organizational contexts that can enable or constrain occupational justice. Consider

What occupations are possible in this space?
For whom?
Under what conditions?

Imbalanced Environmental J D-R leads to...

Limited access

Participation without meaning

Occupational alienation

Occupational deprivation

Balanced Environmental J D-R leads to...

Sustained engagement

Social belonging

Occupational possibility

Job Demands

Sensory overload;
rigid seating;
withdrawal models of support;
monolingual norms (verbal output); idealized immersion learner
Limited prep time for adaptation and translation

Job Resources

Flexible and collaborative seating;
Sensory-friendly zones (lighting, temperature, deep pressure)
visual schedules;
push-in supports;
co-teaching
normalized linguistic diversity
anchor charts, lists, posted routines
alternate space
awareness of auditory fatigue
enlarge materials on photocopier, reduce unnecessary text
Minimize clutter
Visual timer
Vertical surfaces
Visual Boundaries
Visual Schedules (class/personal)
Visual Cues

Theoretical underpinning

UDL Connection

Principle of Representation activates the Recognition Network of the brain: how students perceive, analyze, and interpret information

Guideline 1: Options for Perception

BC Core Competency Connections

Communicating Facets:

Facets:

Connecting and Engaging with Others
Focusing on Intent and Purpose
Acquiring and Presenting Information

Collaborating Facets:

Facets:

Working Collectively
Supporting Group Interactions
Determining Common Purposes

BC Curriculum

Career Education

Curricular Competencies:

Examine
Interact
Experience
Initiate
Share

Visual Supports Brief Packet, Sam & AFIRM Team, Updated 2024 (2).pdf

Sam, A., & AFIRM Team. (2024). Visual Supports, Updated. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Resources and Modules. http://afirm.fpg.unc.edu

AFIRM Training Module

AFIRM offers a free 2-hour training module on planning, preparing, organizing, and using Visual Supports

They also make available an Evidence-Based Practice (EBP) Brief Packet that contains a comprehensive evidence-base (organized by developmental level and context), professional implementation guide, planning and monitoring templates, and parent-facing information.

The Visual Supports module outlines three types of visual support:

visual boundaries (the way the learning space is arranged)
visual schedules (classroom schedule, personal schedule, and First/Then schedule), and
visual cues (choice boards, graphic organizers, labels, scripts, and visual instructions)

AFIRM Course

AFIRM Brief Packet

Environment Checklist

The Mehrit Centre (2017) developed a classroom checklist with which you can consider the environmental stressors that may be impacting the ability for students and teachers to self-regulate in the space. It can be a helpful way to systematically identintify

The MEHRIT Centre. (2017). Shanker classroom environment checklist. The MEHRIT Centre. https://self-reg.ca

2_5_Class_Environment_Reflection_Tool_Checklist.pdf

Neurodiversity-Affirming Schools

This handbook is a balanced collection of background context, and practical strategies. It describes how educators can support the education, behaviour, sensory profile, and mental health needs of neurodiverse learners with an asset-based approach.

It also addresses the intersection of neurodivergence with emerging concepts like trauma-informed practice, Universal Design, rejection-sensitivity, and masking.

Its 'whole school' focus, makes it an excellent starting point for creating a comfortable learning environment for all students.

Kircher-Morris, E., & Morin, A. (2025). Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported. Free Spirit Publishing.

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