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My Ideal Autism Classroom

Yadira Adame-Lopez

Brandman University: EDUU

July 13, 2020

Running head: IDEAL ASD CLASSROOM
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My Ideal Autism Classroom

Above is the design of what I think will be an ideal classroom for students with ASD.

Most educators that that work in a Special Day Classroom-Autism know that the class size is not

big. Most classrooms have from 8-10 students, with a certified educator and three paraeducators.

We know from literature and by working directly with students with ASD that they learn

differently than their typical peers, and when designing a classroom environment we need to take

those differences into account. The goal is to create a learning environment where the students

feel at ease and are not over stimulated with what is around them.

The Floor area of the classroom is large, it gives students greater personal space around

them when transitioning from one area to the next. All the areas in the classroom have clear

boundaries and they are located away from high traffic areas, boundaries can be created by using

rugs, furniture arrangement, and putting color tape on the floor (The IRIS Center,

2016). According to Mcallister & Maguire for a classroom of eight student and four staff the

classroom size need to be 100 square meters (1076.39 square foot), excluding storage area

(Mcallister & Maguire, 2012). The classroom needs to have many areas for staff to put away

materials or large-scale toys when not in use to decrease visual distraction. The furniture that is

in the classroom is flexible. That means that it can easily be rearrange and subdivide spaces, the

rolling shelves that I have used to divide the centers can be easily move and provide storage

space for materials that are used in the centers (Vogel, 2008).

Classroom arrangement can also play an important role. For that reason I places the

learning centers that are quiet in one side of the room and the ones where there is more

communication going on the opposite side. We know that individuals with ASD have sensory

needs, there needs to be a designated area for the students to go get their sensory needs met.
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There will be different sensory objects, small trampoline, balance ball chair, and weighted

blanket. Learners with ASD are visual learners and computers can be valuable teaching aid and

an incentive for student. Having more than one computer is recommended so that students don’t

have to wait to have access to one (Mcallister & Maguire, 2012). There is an interactive board,

which I am not familiar with, but many of the classrooms that I saw in the Sensory Friendly

Classroom had hone. It seems that students enjoy using them and that it supports learning.

A very important part of the autism classroom is to have visual schedules. I will make

sure that there is a big visual schedule at the front of the classroom with pictures that represent

the major activities and transitions that take place during the school day. In addition to that I will

provide small format schedule for each student based on his or her needs. Some students might

have picture schedules and others will have a written one. There are different kinds of visual

schedules, object schedule, photograph schedule, check-off written schedule, and cross-off

schedule in a folder (Ganz, 2007). Material in all centers will be visually organize in clear

containers or label with a picture. Visual schedules help reduce deficits that are common in ASD,

such as auditory processing, language use and understanding.

Overall the ideal classroom is a place where students feel safe, welcoming, and fosters

encounters, communication, and relationships (Vogel, 2008). A learning environment without a

lot of posters on the wall or objects hanging from the ceiling that can be overly stimulating or

distracting to the student (Front of the Class, 2014). The goal is that students can become

independent and be ready to learn with as little distraction as possible.

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References

Ganz, J. B. (2007). Classroom Structuring Methods and Strategies for Children and Youth with

Autism Spectrum Disorders. Exceptionality,15(4), 249-260.

doi:10.1080/09362830701655816

Front of the Class (2014). Visual Supports. Retrieved July 12, 2020, from

http://cancanpro.com/frontoftheclassDE/visual-supports/

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

friendly Key Stage 1 classroom. Support for Learning,27(3), 103-112.

doi:10.1111/j.1467-9604.2012.01525.x

The IRIS Center. (2016). Autism spectrum disorder (part 2): Evidence-based practices.

Retrieved from https://iris.peabody.vanderbilt.edu/module/asd2/

Vogel, C. L. (2008). Classroom Design for Living and Learning with Autism. Retrieved July 12,

2020, from http://www.designhub.it/cometa/wp-content/uploads/2016/10/Classroom-

Design-for-Living-and-Learning-with-Autism.doc