The aim of the diploma thesis was to design a tourist chalet in Beskydy mountain. The building is solved as a masonry building. Tourist chalet has gabled roof with dormer on south and north side. When designing the object the accent of its funcionality was emhasized and the proposition of the energetically economic object. I designed by heat pump, the boiler and storage on pellets,

Debido al avance tecnológico podemos acceder a una amplia gama de información, la cual debe ser revisada, seleccionada y estructurada de acuerdo con la necesidad de cada colaborador (personalizamos el desarrollo). Pensamos que las brechas existentes demandaran un programa de capacitación personalizado en la organización a través de desarrollo de actividades, talleres, cursos en línea, que validaremos con la evaluación de desempeño de cada colaborador. Nuestra propuesta incrementará la rentabilidad de las organizaciones al contar con jefes empoderados y dotados de herramientas que les permitirá desarrollar un liderazgo transformador de su propio crecimiento profesional y el de sus colaboradores. Este proceso se medirá a través de diversos instrumentos de evaluación como: evaluación de la autogestión, encuestas de satisfacción del cliente externo y medición del desempeño. Por lo antes expuesto, podemos concluir que es aplicable a diferentes organizaciones porque es una metodología accesible, práctica e innovadora que se puede aplicar a todos los niveles de la organización. Asimismo, es viable administrativa y económicamente. / Due to technological innovations we can now access a wide range of information, which has to be revised, selected and structured to suit the need of each employee. (We personalize the development by making a personal action plan) In our opinion, the existing gaps will demand a personalized Training Program in the organization which will consist of the development of different activities, workshops, online courses, which will be validated with the performance evaluation of each employee. Our proposal will increase the revenues of the organizations due to the fact that we will be able to have empowered leaders who will be able to manage different tools that will enable them to perform a type of leadership that will have as a result not only self-professional growth but that of the members of their teams. This process will be measured through different evaluation tools like self-evaluation, internal and external client satisfaction surveys and employee's performance evaluation. Thus, we can conclude that our proposal is relevant and can be applied to different organizations, bearing in mind that it is a very accessible methodology, as well as practical and innovative, which can be used in every level of the organization. Likewise, it can be easily proved that it is a feasible tool, both financially and administratively. / Tesis

Resor har länge varit en del av människors liv och kan bidra till både välmående ochökad livskvalitet. Dock har inte alla samma förutsättningar när det kommer till attresa. Det gäller bland annat personer med funktionsnedsättningar. Trots att 15procent av världens befolkning tros leva med en funktionsnedsättning finns idagbegränsade möjligheter för dem att ta del av resor på lika villkor som andra. Detverkar gälla även inom Sverige. Resa utan hinder är med det sagt en studie inomforskningsområdet tillgänglig turism som avser att undersöka tillgängligheten inomden svenska besöksnäringen. I syfte att uppmärksamma eventuellaförbättringsområden utgår studien från hur personer med någon form avrörelsenedsättning uppfattar sina möjligheter att resa inom Sverige. Dessauppfattningar kartläggs med en enkätundersökning och används sedan som grund föratt presentera möjliga utvecklingsmöjligheter för den svenska besöksnäringen.Resultatet visar att personer med rörelsenedsättningar på grund av bristandetillgänglighet inte kan ta del av resor till den grad de önskar inom Sverige. Detframkommer att begränsningarna beror på bristfälligheter inom både besöksnäringenoch samhället i stort. Vidare uppmärksammas brister gällande den fysiska miljön,tillgång till tillförlitlig information samt negativa attityder. Med det som grundföreslås att den svenska besöksnäringen såväl som andra aktörer i samhället i enhögre grad bör prioritera tillgänglighet, förmedla mer tillförlitlig information,samarbeta, be om hjälp från sakkunniga, säkerhetsställa kompetensen hosmedarbetarna och göra rätt från början. / Due to accessibility barriers, people with disabilities do not have the sameopportunities to participate in tourism activities as others. This is a problem that canbe seen worldwide, with Sweden not being an exception. In this study, a survey hasbeen used to collect comprehensive data from people with mobility impairments inorder to identify possible improvements for the tourism industry in Sweden. Theresult shows that the barriers are mainly associated with the physical environment,access to information and attitudes. This in turns has contributed to suggestedimplications for both actors in the tourism industry and the society. The implicationsconcern prioritizing accessibility improvements, communicating reliableinformation, increasing co-operations, receiving inputs from experts, increasingcompetence among personnel and making right decisions from the start.

Bakgrunden till denna studie är en vision om att kunna göra skillnad för alla barn i skolan när det handlar om en tillgänglig lärmiljö. Speciellt i de lägre skolåren sker övergångar varje år från förskola till förskoleklass och till sist in i årskurs ett. Vårt intresse riktas mot hur handledning kan utveckla samarbete och förhållningssätt inom och mellan de olika verksamheterna. Det ger också en inblick i specialpedagogens profession och vilka prioriteringar de intervjuade specialpedagoger gör i sitt arbete. Som metod valdes en kvalitativ ansats med semistrukturerade intervjuer. För att skapa en inblick i studien intervjuades åtta specialpedagoger om hur de ser på lärmiljö ur olika infallsvinklar. Som teoretiskt stöd i analysen av empirin användes den sociokulturella teorin. Resultatet visar att specialpedagogen kan utveckla verksamheten genom handledning under förutsättning att specialpedagogen är inkluderad i arbetslaget. Den kan då vara ett stöd för lärarna genom att arbeta för goda relationer och ett bra samarbete när det gäller att möta barn/elever utifrån deras individuella förutsättningar och behov. Respondenterna i studien upplever att personal på skolan förväntar sig att specialpedagoger ska arbeta med enskilda elever och utredningar, eventuellt ha kontakter med vårdnadshavare och externa verksamheter. Ordet handledning är laddat och lärare har en bild av att någon utifrån ska tala om hur de ska agera i vissa situationer. Därför är det önskvärt att använda ett annat begrepp som till exempel professionella samtal. Studiens resultat bidrar med fördjupad kunskap om hur specialpedagogen kan arbeta med handledning i lärarlag och en insikt om hur specialpedagogen kan bemöta och utveckla en verksamhet utifrån ett barns perspektiv / The background to this study is a vision of being able to make a difference for all children in school when it comes to an accessible learning environment. Especially in the lower school years, transitions take place every year. Our interest is directed towards how supervision can develop cooperation and attitudes within and between the various activities. It also provides an insight into the special educator's profession and what priorities the interviewed special educators make in their work. As a method, a qualitative approach with semi-structured interviews was chosen. To create an insight into the study, eight special educators were interviewed about how they view the learning environment from different angles. Sociocultural theory was used as a theoretical support in the analysis of empirics. The results show that the special educator can develop the school activities through supervision, provided that the special educator is included in the work team. It can then be a support for the teachers by working for good relationships and a good collaboration when it comes to meeting children / students based on their individual conditions and needs. The respondents in the study feel that staff at the school expect special educators to work with individual students and investigations, possibly have contacts with guardians and external activities. The word supervision is loaded and teachers have a picture that someone from outside should talk about how they should act in certain situations. Therefore, it is desirable to use another term such as professional conversations. The results of the study contribute with in-depth knowledge of how the special educator can work with supervision in teaching teams and an insight into how the special educator can respond to and develop an activity from a child's perspective.

Accessible user interfaces are useful for people from a population with the widest range of capabilities. People with severe impairments primarily benefit from assistive technology while built-in software-based accessibility functionality and its customisation is advantageous to many other people who experience temporary or situational disabilities. However, increasing software customisation does not naturally result in better user interfaces or reduces barriers. Quite the reverse! Finding proper adjustments requires high computer literacy. Moreover, users must create mental models for different user interfaces and must be able to translate between them back and forth because several digital devices are used sequentially or simultaneous for multifaceted contexts. This thesis investigates accessible design for multifaceted usage of Information and Communication Technology (ICT) such as desktop, mobile devices, web-based applications or ubiquitous services to address people from a population with the widest range of capabilities. Particular attention is given to user-adaptive systems because they can overcome the limitations of manual forms of personalisation and thus can lead to better user interfaces for all people. The presented work is organised in three parts. The first part elaborates the foundations of accessible design. A distinctive domain of a user-adaptive systems called Adaptive Inclusive Interactive System (AIIS) is introduced to show personalisation embodies a new form of accessible design. AIISs distinguish from other user-adaptive systems because they take disability as a starting point for user modelling. Against the background of existing classifications, the common ground between AIIS and other domains of user-adaptive systems is elaborated and distinctive features of AIIS are discussed. The adaptor type of inference is newly introduced in order to describe use-adaptive systems adapting a single application and those considering the interplay of accessibility aids available on an interactive device. More specifically, the interaction within and across different configuration layers (i.e.\,operating system, application, assistive technology, web) is taken into account by inferring from existing knowledge to customisation for new platforms. Furthermore, functional requirements and design choices for AIISs are demonstrated along with five specific use cases; in particular respecting information appliances in ubiquitous or individual environments, highly customisable general purpose computers, multi-user application contexts and multi-screen behaviour. In addition, a systematic literature review of AIISs was conducted to discuss limitations of current approaches and to analyse the degree of user diversity targeted by existing systems. Results show, although multi-device and context-sensitive approaches are widely addressed, identified challenges are not sufficiently treated. Results of the literature survey show further, the adaptation theory of AIISs is mostly based on stereotypical assumptions about commonly known groups of impairments. A main limitation of stereotypes is that within-group diversity cannot be modelled. Feature-based user models such as needs and preferences are promising but seldom applied by AIISs. The second part of this thesis describes a knowledge-based approach to user interface adaptation from preferences and for special needs. The approach was implemented as the Rule-based Matchmaker (RBMM) component of the Global Public Inclusive Infrastructure (GPII). The GPII is a software architecture to facilitate the auto-configuration of ICT such as desktop computers running MS Windows or Linux, Android-based mobile devices or public terminals such as automated teller machines. Compared to the state of the art, the inference of the proposed knowledge-approach is not encoded into explicit rules deriving adaptations from impairment groups by propositional logic. Instead, a domain ontology and logical assertions were formalised to allow inferences compatible with those applied by accessibility experts who set-up interactive devices for people with disabilities. This knowledge was described in a generic and feature-based manner to ensure scalability of the inference about diverse user demands and heterogeneous accessibility aids. The formalisation of the domain knowledge and the logical rules fulfil several challenges, including deducing configurations in cases where a user need cannot be satisfied by device customisation or can be satisfied by a multitude of accessibility aids that interfere with one another. As the proposed system emulates decision-making of accessibility experts, automatically deduced configurations were validated against manual configurations of ten accessibility experts. Results show, the average matching score of the developed system is high. Thus, the proposed system can be considered being capable of making precise decisions towards personalising user interfaces based on user needs and preferences. Third part of this thesis comprises three empirical studies in order to discover specific domain knowledge with respect to insufficiently investigated AIISs-specific use cases as well as ICT-related requirements of certain user groups. Findings of this part of the thesis can be put to partial use -- for instance -- by extending the domain ontology of the proposed knowledge-based approach to user interface adaptation from preferences and for special needs. The first foundational user study investigates what people with disabilities know about their needs and preferences. The results show, user models must include ICT-related difficulties described at a more abstract level in addition to needs and preferences. Findings also demonstrate a wide range of individual requirements that must be considered by AIIS. Knowledge obtained from this user study was primarily used to derive requirements for the implemented RBMM. The second user study addresses a specific use case of AIIS, one that targets multi-user applications. More specifically, contradicting preferences in multi-user application contexts were analysed. Results comprise conflict resolution approaches that can be applied and further investigated by user-adaptive systems targeting this specific use case. A third user study explores ICT-related requirements of people with dementia because cognitive disabilities are not adequately covered by accessible design. The findings indicate an intersection of requirements with existing accessibility guidelines but they emphasise aspects not covered previously.

[pt] O potencial de autoconstrução de estruturas adaptáveis de bambu é o foco deste trabalho que visa ampliar a ótica do design como método projetual com ênfase no processo e não no produto final e como produtor de significados, podendo gerar autonomia de grupos em uma produção local pautada na educação ambiental/sustentabilidade. A adaptabilidade destas estruturas é um conceito central onde o objeto e o seu processo construtivo é determinado pelas condições locais de material, mão de obra e demanda de uso. O campo do design se estabeleceu no Brasil de acordo com a ótica do desenho industrial concebido nos países desenvolvidos que prioriza a fabricação, distribuição e comercialização dos objetos em grande escala. Neste contexto a atividade projetual deixa de focar no ser humano para se dedicar ao consumo em massa. Acreditamos que por meio do design é possível formar cidadãos conscientes da problemática ambiental planetária conduzindo-os através de metodologias participativas desenvolvidas no LILD PUC-Rio. O meio acadêmico (universidades e escolas) se apresenta como contexto geográfico favorável para aplicação destas metodologias que se baseiam na autonomia de grupos para a produção de objetos utilitários localmente. A esfera local/ regional é o ponto de partida para a concepção do design do objeto, determinando recursos materiais disponíveis, demandas de uso e aspectos culturais. Destacamos a metodologia de Técnicas & Convivência onde os professores-técnicos orientam os alunos-voluntários na concepção, construção e uso das estruturas adaptáveis de bambu em diversas aplicações. Neste processo os voluntários são coautores e são levados a pensar o objeto a partir de seu ciclo de vida – concepção, fabricação, uso, manutenção e descarte/pós-uso. O bambu representa um material acessível, de grande resistência com versatilidade para ser aplicado em diversos usos e é explorado aqui para fins estruturais. A abordagem transdisciplinar envolvendo os campos do design, arquitetura, engenharia e geografia nos leva a uma analise complexa do processo construtivo e do objeto final, contextualizando a produção no espaço. Em estudos de campo no Brasil e nos EUA concluímos que esta ótica de design com base na produção em esfera local/regional pautada na educação ambiental/sustentabilidade, tem grande acessibilidade e pode ser potencializada a partir da colaboração transdisciplinar para outros usos na sociedade, seja com foco na educação, na autonomia produtiva ou no uso diversificado das estruturas adaptáveis de bambu. / [en] The self-building potential of adaptable bamboo structures is the focus of this work that is aiming to enlarge the concept of design as a projetual method with emphasis on the process rather than the end product and as a producer of meanings, which can generate autonomy groups in a local production based in the environmental education / sustainability. The adaptability of these structures is a central concept where the object and its constructive process is determined by local conditions of material, labor and demand of use. The design field was established in Brazil in accordance with the perspective of industrial design in developed countries that prioritizes the production, distribution and marketing of large-scale objects. In this context the projetual activity fails to focus on the human being necessities to devote to mass consumption. We believe that through the design is possible to form citizens aware of global environmental issues leading them through participatory methodologies developed in LILD PUC-Rio. The academia (universities and schools) is presented as favorable geographic context for the application of these methodologies that are based on the autonomy of groups for the production of utilitarian objects locally. The local / regional level is the starting point for the design of object design, determining material resources available, use, social demands and cultural aspects. We are highlighting the methodology of Techniques & Coexistence where technicians-teachers guide the students-volunteers in the design, construction and use of adaptable bamboo structures in various applications. In this process the volunteers are co-authors and are led to think the object starting from his lifecycle - design, manufacture, use, maintenance and disposal / post-use. Bamboo is an accessible material; high strength with versatility to be applied to various uses and is explored here for structural purposes. The transdisciplinary approach involving the fields of design, architecture, engineering and geography leads to a complex analysis of the construction process and the final object, contextualizing the production space. In field studies in Brazil and the United States we concluded that this concept of design based in the local/regional production lined in the environmental education / sustainability, has great accessibility and can be enhanced from the transdisciplinary collaboration to other uses in society and is focusing on education, productive autonomy or diversified use of adaptable structures of bamboo.

Developing effective methods of generating thin metal oxide films are important for sensing and separations applications. An obstacle to device fabrication is controlling the size and spatial orientation of domain level pores while retaining the ability to generate arbitrary device level patterns. Well-ordered hexagonally packed cylindrical pores were created by taking advantage of block copolymer self-assembly followed by selective condensation of silica precursors using supercritical carbon dioxide as the solvent. It was possible to control the pore size by choosing PEO-PPO-PEO (Pluronic® series) triblock copolymers of differing molecular weights. These processes were then incorporated with conventional lithographic techniques to generate patterns on the device scale. The first route involves replacement of the organic acid catalyst with a photoacid generator that restricts acid formation by masking pre-determined regions then exposing to UV light. The second route is similar except that addition of a cross-linking agent limits acid diffusion while reversing the tone of the final pattern. The third route avoids acid diffusion altogether and generates the pattern through reactive ion etching through a sacrificial photoresist. A completely different fourth route was taken and nanoimprint lithography was used to generate sub-micron patterns with alternate block copolymers. The feasibility of the preliminary devices generated in this thesis has been examined through particle diffusion experiments. Samples were soaked in a fluorescent dye then exposed to multiple sizes of gold nanoparticles. Fluorescence quenching was then monitored to determine pore accessibility.

Syftet med denna uppsats har varit att undersöka hur representanter för skolhuvudmän i olika kommuner resonerar kring en inkluderande skolverksamhet. Studien bygger i sin helhet på Bronfenbrenners ekologiska systemteori, där huvudtesen är att alla olika nivåer inom ett system påverkar varandra. Utifrån detta har studien inspirerats av fenomenologin för att belysa hur deltagarna resonerar kring och upplever inkludering, likvärdighet och sin roll som verksamhets- eller förvaltningschef. Resultatet har sedan analyserats tematiskt. Deltagarna är skol- och förvaltningschefer från sju olika kommuner i Sverige. Datainsamlingen har skett genom semistrukturerade intervjuer som genomfördes online som spelades in och sedan transkriberades till flytande talspråklig text. Deltagarna representerar kommuner med mellan ca 5000 och 100 000 invånare vilket innebär att de har mycket olika förutsättningar och utmaningar kring att skapa en inkluderande skolverksamhet. Resultatet pekar, precis som tidigare forskning, på att det finns ett glapp mellan idén om inkludering och praktiken i skolans verksamhet. Detta glapp verkar inte heller minska, utan snarare öka utifrån deltagarnas resonemang om att sätta elever i exkluderande undervisning är utifrån en idé att det är för elevens bästa. Det innebär möjligen att det kan bli ännu vanligare att placera elever i exkluderande sammanhang utifrån denna idé om elevens bästa.

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Riishøj, Camilla och Lindoff, Josefin (2023). Ett, två, tre - alla ska mé. Effekten av den tillgängliga lärmiljön med koppling till den tidiga läsinlärningen. Speciallärarprogrammet, Institutionen för skolutveckling och ledarskap, Fakulteten för lärande och samhälle, Malmö universitet, 90 hp. Studien förväntas bidra med djupare kunskap och förståelse gällande att utveckla och organisera en tillgänglig lärmiljö utifrån varje individ samt hur den tillgängliga lärmiljön kan påverka den tidiga läsinlärningen på ett gynnsamt och positivt sätt. Vidare syftar studien till att skapa insikt och kunskap kring hur speciallärarens arbete kan organiseras och planeras på olika sätt, för att påverka och utveckla den tillgängliga lärmiljön och på så sätt den tidiga läsinlärningen. Syftet är att undersöka några lärare och speciallärares uppfattningar och definitioner kring vad en tillgänglig lärmiljö innebär, både ur ett specialpedagogiskt och ur ett lärarperspektiv. Vidare syftar studien till att relatera den tillgängliga lärmiljön med elevens tidiga läsinlärning. Häri kommer fokus ligga på hur specialläraren kan bidra till att utveckla samt påverka, den tillgängliga lärmiljön för eleven, med koppling till den tidiga läsinlärningen. I studien kommer den sociala, den pedagogiska och den fysiska lärmiljön att undersökas.  Följande frågeställningar har använts för att besvara studiens syfte: Hur definierar några lärare och speciallärare begreppet tillgänglig lärmiljö och hur kan den gestaltas?Vilka uppfattningar finns gällande, hur den tillgängliga lärmiljön påverkar elevers tidiga läsinlärning?Vilka uppfattningar framträder gällande, hur specialläraren kan bidra till att utveckla en tillgänglig lärmiljö med fokus på tidig läsinlärning? Studien utgår ifrån Vygotskijs (1999; 2001) sociokulturella teori, med fokus på den närmaste utvecklingszonen, även kallad den proximala utvecklingszonen. Vidare belyses det specialpedagogiska teoretiska perspektivet med hjälp av Nilholm (2020), Ahlberg (2017), Aspelin (2013) samt Rubin (2013). Slutligen tas specialpedagogiska modeller i beaktning. Studien är baserad på sex semistrukturerade intervjuer med fyra lärare och två speciallärare. Intervjuerna har utgått ifrån en intervjuguide med möjlighet till följdfrågor och djupare utveckling av svar. Intervjuerna genomfördes digitalt och har spelats in med digitala hjälpmedel. Samtliga intervjuer har transkriberats och därefter analyserats för att säkerställa största möjliga trovärdighet i resultatet. Studiens resultat visar att samtliga informanter har god kännedom kring vad en tillgänglig lärmiljö innebär samt hur den bör vara utformad och organiserad för att möta varje elevs enskilda behov och förutsättningar. Vidare visar resultatet ett tydligt samband mellan en välorganiserad och planerad lärmiljö som bedöms vara tillgänglig, kopplad till den tidiga läsinlärningen. Utifrån detta har speciallärarens påverkan på och utveckling av, den tillgängliga lärmiljön kopplat till den tidiga läsinlärningen undersökts. Resultatet visar att speciallärarens arbete har stor påverkan på den tillgängliga lärmiljön och således den tidiga läsinlärning, detta i samarbete med lärarna. Viktigt att lyfta fram är de resonemang vad gäller utveckling av speciallärarens roll och arbetsuppgifter för att kunna möta lärarens behov av stöd, handledning, samtal och diskussioner. I speciallärarrollen är det av stor vikt att tillgodose alla elevers behov utifrån deras individuella förutsättningar. En avgörande del i detta, är att specialläraren handleder lärare samt för samtal och diskussioner kring hur lärmiljön byggs upp på bästa sätt för att gynna den tidiga läsinlärningen. Specialläraren bör även vara delaktig och närvarande i klassrummet på olika sätt, samt vara flexibel och tillgänglig. Nyckelord: Anpassningar, förutsättning att komma till lärande, speciallärare, tidig läsinlärning, tillgänglig lärmiljö. / Riishøj, Camilla and Lindoff, Josefin (2023). One, two, three - everyone on board. The impact of an accessible learning environment in relation to early literacy development. Special Teacher Programme, Department of School Development and Leadership, Learning and Society, Malmö University, 90 credits. The study is expected to contribute with deeper knowledge and understanding regarding developing and organising an accessible learning environment based on each individual and how the accessible learning environment can influence early literacy in a beneficial and positive way. Furthermore, the study aims to create insight and knowledge about how the special education teacher’s work can be organised and planned in different ways, in order to influence and develop an accessible learning environment and thus early literacy. The aim is to examine some teachers' and special education teachers' perceptions and definitions of what an accessible learning environment means, both from a special education perspective and a teacher’s perspective. Additionally, the study aims to link the accessible learning environment with the pupil's early literacy. The focus will be on how the special education teacher can contribute to developing and influencing the accessible learning environment for the pupil, with a link to early reading acquisition. The study will examine the social, pedagogical, and physical learning environment.  The following research questions have been used to answer the objective of the study: ·       How do some teachers and special education teachers define the concept of an accessible learning environment and how can it be designed? ·       What are the perceptions of how the accessible learning environment affects pupils' early literacy? ·       What perceptions emerge regarding how the special education teacher can contribute to the development of an accessible learning environment with a focus on early literacy?  The study is based on Vygotsky's (1999, 2001) sociocultural theory, with a focus on the zone of proximal development. Furthermore, the special education theoretical perspective is highlighted with the help of Aspelin (2013), Rubin (2013), Ahlberg (2017), and Nilholm (2020). Finally, special education models are considered in this study.  The study is based on six semi-structured interviews with four teachers and two special education teachers. The interviews were based on an interview guide with the possibility of follow-up questions and deeper development of answers. The interviews were conducted digitally and recorded with digital aids. All interviews were transcribed and subsequently analysed to ensure maximum credibility of the results.  The results of the study show that all informants have a knowledge of what an accessible learning environment means and how it should be designed and organised to meet the individual needs and conditions of each student. Furthermore, the results show a clear relationship between a well-organised and planned learning environment that is deemed accessible and linked to early literacy. Based on this, the impact of the special education teacher on, and the development of, the accessible learning environment linked to early literacy learning has been investigated. The results show that the work of the special education teacher has a major impact on the accessible learning environment and thus on early literacy learning, in collaboration with the teachers. Important to highlight are the arguments regarding the development of the role and tasks of the special education teacher in order to meet the teacher's needs for support, guidance, conversation, and discussion. In the role of the special education teacher, it is essential to meet the needs of all pupils based on their individual circumstances. A crucial part of this is that the special education teacher supervises teachers and leads conversations and discussions on how best to structure the learning environment to promote early literacy learning. The special education teacher should also be involved and present within the classroom in various ways and be flexible and accessible.  Key words: adaptations, prerequisite for learning, special education teacher, early literacy, accessible learning environment.