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    My Ideal Classroom Environmental Design

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    The document describes the author's ideal classroom design for students with Autism Spectrum Disorder (ASD). The classroom would be structured and predictable with areas for different activities clearly defined. It would include flexible seating, visual schedules and supports, organized work stations, a sensory area, calm down area, and computers. The goal is to create an environment that minimizes distractions and helps students with ASD learn independently through predictability and organization.

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    My Ideal Classroom Environmental Design

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    203 views5 pages
    The document describes the author's ideal classroom design for students with Autism Spectrum Disorder (ASD). The classroom would be structured and predictable with areas for different activities clearly defined. It would include flexible seating, visual schedules and supports, organized work stations, a sensory area, calm down area, and computers. The goal is to create an environment that minimizes distractions and helps students with ASD learn independently through predictability and organization.

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    The document describes the author's ideal classroom design for students with Autism Spectrum Disorder (ASD). The classroom would be structured and predictable with areas for different activities clearly defined. It would include flexible seating, visual schedules and supports, organized work stations, a sensory area, calm down area, and computers. The goal is to create an environment that minimizes distractions and helps students with ASD learn independently through predictability and organization.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    203 views5 pages

    My Ideal Classroom Environmental Design

    Uploaded by

    api-448497298
    The document describes the author's ideal classroom design for students with Autism Spectrum Disorder (ASD). The classroom would be structured and predictable with areas for different activities clearly defined. It would include flexible seating, visual schedules and supports, organized work stations, a sensory area, calm down area, and computers. The goal is to create an environment that minimizes distractions and helps students with ASD learn independently through predictability and organization.

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    The key takeaways are that the ideal classroom for students with ASD should be welcoming, sensory friendly, predictable, and allow flexibility. It should minimize distractions and off-task behaviors.

    Design considerations for an ASD-friendly classroom include having clear sight lines, flexible seating, filtered lights, room dividers, and visual schedules.

    The ideal classroom will include cubbies, a circle area, independent work stations, a work table, shelves, a sensory area, calm down area, computer area, and teacher desk.

    Running head: MY IDEAL CLASSROOM ENVIRONMENTAL DESIGN 1

    My Ideal Classroom Environmental Design

    Stefanie Martinez

    Brandman University: EDUU 676

    February 3, 2019
    MY IDEAL CLASSROOM ENVIRONMENTAL DESIGN 2

    My Ideal Classroom Environmental Design

    An ideal classroom environment for students with Autism Spectrum Disorders (ASD)

    should be one that is welcoming, sensory friendly, allows for flexibility, and is predictable.

    These classroom components will ultimately encourage students with ASD to explore, make

    decisions and apply problem solving skills independently (Vogel, 2008). When designing the

    classroom environment for students with ASD, it is imperative that educators take into account

    their students’ needs and abilities in order to maximize learning. If money was no object when it

    came to designing my ideal classroom environment, then I would definitely take advantage of

    the opportunity to modify my current classroom to make it a more structured and predictable

    environment. A structured learning environment will help minimize off-task behaviors giving

    students with ASD more time to focus on learning (Barton & Harn, 2012). The following is

    rationale of why I designed my classroom the way that I did.

    Rationale

    Based on my classroom floor plan, the arrangement of furniture throughout my class will

    ensure that I have clear sight lines to other areas of the classroom, especially where students are

    working independently. Having clear sight lines will ensure that I am monitoring my students’

    behaviors at all times (McAllister & Maguire, 2012). Flexible seating options such as yoga ball

    chairs, seat cushions, and wobble chairs, will also be available throughout the class which will

    allow students to work comfortably. In addition, fluorescent light filters will be placed on light

    fixtures to soften the lights and partitions/room dividers will be used to help clearly define areas

    of the room and reduce distractions.

    Cubbies (located a few feet from the door) will be available for students to store their

    personal items. On the other side of the cubbies, each student will have a visual schedule. The
    MY IDEAL CLASSROOM ENVIRONMENTAL DESIGN 3

    visual schedules will help students know what activities will be taking place in sequential order.

    The predictability provided here will result in “increased independence because the ability to

    predict and understand events in the day decreases the need to rely on others” (Aspy &

    Grossman, 2012, p. 79). The circle time area is located in front of the interactive whiteboard,

    which will encompass several visuals to enhance learning. In regards to visuals, additional visual

    supports such as a “First, Then” charts and visual timers will also be incorporated into the

    classroom environment.

    There are two u-shaped tables that will be used for small group lessons. On the opposite

    side of the circle time area are two independent work stations where students will complete

    organized task boxes. According to Ganz (2007), through visually organized task boxes

    “students with ASD are able to perform tasks without direct instruction from adults, promoting

    independence that they will need to function in adult jobs” (p. 256). The organized task boxes

    will be located directly in front of the independent work stations. In the middle of the classroom

    will be a large, rectangular table that will be used as a work table or a place for students to eat

    their snacks. On each side of the work table are low shelves that will contain either puzzles or

    choice items.

    Located in the back left corner of the room is the sensory and calm down area. My ideal

    sensory area will include items such as a trampoline, a crawling tube, body socks, a swing chair,

    and various sensory/tactile objects. According to McAllister and Maguire (2012), a designated

    quiet area is especially important for students with ASD. The calm down area is a designated

    area in the classroom where students can go to when feeling overwhelmed or distressed. This

    area will contain an individual student desk along with visuals and stress reliever tools (e.g.

    fidgets, stress balls, etc.) that students can use to help them calm down or simply take a break.
    MY IDEAL CLASSROOM ENVIRONMENTAL DESIGN 4

    Next to the sensory and calm down area, on the back wall, is the computer area and iPad

    cart. Computers and iPads can be used to enhance learning and to help reinforce previous learned

    skills. The teacher’s desk is located in the back right corner of the room. From this point of view,

    I would be able to view all areas of the classroom without any obstructions.
    MY IDEAL CLASSROOM ENVIRONMENTAL DESIGN 5

    References

    Aspy, R., and Grossman, B. G. (2012). Designing comprehensive interventions for high-

    functioning individuals with autism spectrum disorders: The Ziggurat model. Shawnee

    Mission, KS: AAPC Publishing. ISBN-13: 9781934575963

    Barton, E. E. & Harn, B. (2012). Educating Young Children with Autism Spectrum Disorders.

    Corwin, NASP. ISBN – 13:9781412987288

    Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with

    autism spectrum disorders. Exceptionality, 15(4), 249–260.

    McAllister, K., & Maguire, B. (2012). Design considerations for the autism spectrum disorder-

    friendly key stage 1 classroom. Support for Learning, 27(3), 103–112.

    Vogel C. L. (2008). Classroom design for living and learning with autism. Retrieved January 30,

    2019 from https://s3.us-east-1.amazonaws.com/learn-us-east-1-prod-fleet01-

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