Ideal Classroom 1

Ideal Classroom Environmental Design

Michelle Halter

Brandman University

EDUU 676

Dr. Nicole Nicholson

Ideal Classroom 2

The ideal classroom for students with Autism Spectrum Disorder would be

organized and well thought out. The classroom would have multiple workspaces, flexible

seating, uncluttered work areas, flexible arrangements and provide distraction free

spaces. The classroom would also have unhindered sight lines for the teacher to see

every corner of the classroom. The room would also make use of calming colors, and

have different tactile feels for students to experience (Vogel 2008). The classroom I

designed is segmented into multiple work spaces that are small cozy spaces that are safe

for children. Each space serves multiple purposes, the small group areas can be utilized

for math and reading groups as well as for cooking activities.

The whole group area is designed for morning meetings and other whole group

lessons. The chairs would be a mix of traditional chairs and flexible seating options that

allow students to fidget and move. The whole group area is set up in front of the

interactive whiteboard. In the small group area there would be a shelfing unit that

contained student data binders and other teaching materials that are clearly labelled. The

areas would be divided from the rest of the classroom with a movable divider. The

whiteboard behind the students would have the schedule for the day and other necessary

information for staff members (Ganz 2007). The independent work center would be

designed with a work station and multiple-drawer tower with student independent file

folder tasks. The Instructional Aide One-to-One area would be set up for a student to

work with a paraeducator (Ganz 2007). These areas would have movable dividers to

allow for distractions to be blocked out, or to prevent a student from being distracted by a

flickering computer screen across the room. This will create a new learning zone for the

student to work in free from distractions from other students or activities in the classroom
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(McAllister 2012). The teacher’s desk would be set up with sight lines of every corner of

the classroom and provide storage space for the teacher’s materials and staff belongings

(Vogel 2008).

The sensory space would have a small carpet under it. Sensory items would be on

the wall for tactile stimulation. The sensory wall creates “an environment that engages

the senses, wonders, curiosity, and intellect through a variety of materials and activities”

(Vogel 2008, p. 5). The space would also contain a crash pad, bean bag chairs, large

pillows for lounging and a trampoline. Other sensory items like fidget tools and putty

would be available as needed by the students. The ceiling lights overhead would have the

light diffuser covers to minimize the glare from the overhead lights.

There would be two technology areas. One with desktop computers for learning

games and another would have iPads and student Chrome books for students to use for

classwork or as reinforcers. The iPads and Chrome books would be moved to the table at

a designated time, which will allow for charging overnight and only making the

technology available when it is time for them to be used as tools (McAllister 2012). The

Independent Center and IA One-to-One area would be defined with short bookcases, that

the teacher and paraeducators can see over to other parts of the classroom. The

justification for using small bookshelves is two-fold, it provides needed areas to store the

materials that are needed in the different areas of the classroom and it provides flexibility

and adaptability. The adults can easily move bookshelves on casters to other areas of the

room when necessary (Vogel 2008)

The area just inside the door would have a cubby space for backpacks, lunch

boxes, and folders. Upon entering the classroom, students walk by their cubbies, a place
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to hang up their backpacks and to put their lunch boxes (McAllister 2012). Then they

will walk by their own personal schedules to see what their first task is or if there are any

changes to the day’s routine (Hume 2007). The goal of using visual schedules is to

increase the student’s independence over time. The use of visual schedules helps to

increase the predictability for students of what the different events are for the day, and to

help with the transitions from one activity to another (Crosland 2012).
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References

Crosland, K., & Dunlap, G. (2012). Effective strategies for the inclusion of children with autism

in general education classrooms. Behavior Modification, 36(3), 251-269.

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

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

Hume, K. (2007). Clean up your act! Creating an organized classroom environment for students

on the spectrum. The Reporter 13(1), 15-18.

McAllister, K. and 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. Autism Asperger’s

Digest, 1-8.