When organizing the classroom to accommodate a mobility-impaired student, which principle should guide the setup?

• A. The daily schedule should be modified to allow extra time for transitions.
• B. Frequently used materials and supplies should be stored where the student can access them independently.
• C. Textbooks and other reading materials should be provided in an audio format to allow access through multiple modalities.
• D. The student’s desk should be located near the teacher’s desk so that the student can request assistance as often as needed.

Answer: (B)

Ensuring independence through accessible organization is key for mobility-impaired students. When frequently used materials and supplies are stored where the student can reach them without help, they can participate more fully in activities, switch between tasks smoothly, and stay engaged with peers and lessons. This reduces barriers and supports equal access to learning.

Other approaches don’t address the core barrier here. Modifying the daily schedule helps with transitions but doesn't change the physical setup for access. Providing texts in an audio format aids other forms of accessibility but isn’t about the classroom layout. Placing the desk near the teacher’s desk might increase dependence and limit the student’s autonomy.