This classroom is based on a typical general education classroom in an elementary school

setting, best suited for grades 1-3. Featured within the classroom is an area for students to keep

their backpacks and coats, a central teaching area with a projector screen and whiteboard, four

large grouping of student desks, a teacher’s desk, a small groups table (kidney table), a reading

area/calm down area, sink, and storage, and several shelves for storage of books, tools, and toys.

This classroom was designed based on the Universal Design for Learning framework (UDL).

The most important feature of this classroom is that it is designed to be accessible to a wide

range of students and students with disabilities. 

The design of this classroom is such that a student using a wheelchair would be able to

access every part of the classroom the same as their peers. I placed the student using a

wheelchair closest to the door to allow easy access in and out of the classroom and their desk. By

grouping the desks in the center of the classroom and angled, the student using a wheelchair can

access their peers to collaborate. The grouping of the desks allows the student using a wheelchair

to access the shelves and different areas of the classroom by creating clear access to the

perimeter of the classroom. The desks are also designed to give a student with a visual

impairment good visual access to the whiteboard. The student with a visual impairment also

receives notes/readings on paper in a large, easy-to-read font.

This classroom also offers multiple seating options from stools, wobble stools, and

adaptive seating options for students who need to move. This allows for multiple means of

engagement for students while also meeting sensory needs for students with attention deficit

hyperactivity disorders (ADHD), and students with emotional disabilities (ED) or autism. 

I placed students with different needs, such as EL, ADHD, LD, gifted students, and ED,

at specific desks within the classroom. I wanted to spread the students out while ensuring that
they would benefit from their seating positions. English Learners (EL) are positioned towards the

front of the classroom, along with students with learning disabilities (LD), and students with

attention deficit hyperactivity disorder (ADHD). Students with ADHD also received wobble

stools at their desk to promote classroom appropriate forms of movement for the student.

Students are placed to encourage collaboration amongst students

This classroom offers multiple means of media. The front of the classroom features a

projector screen and whiteboard, so the teacher can easily switch between media during a lesson.

An interactive board is featured for students to participate in lessons during small groups. There

is also a computer cart available for students to work on projects or online lessons. There is a

reading nook where students can access different books or use the space as a break area. This can

benefit students with disabilities who may need frequent breaks throughout the day. 

In the classroom I would post pictures that represent equality, friendship, and

collaboration amongst students despite differences. I would also include toys that represent a

variety of race, disabilities, and ethnicities. I think it is important for children to have toys that

represent them. I would also include book selections that display a variety of genres and cultures.

Visual boundaries are featured within the classroom to provide the students with visual

cues of where they should stand and where they should not have access. The circles adjacent to

the student backpack area indicate spots for students to line up before transitioning outside of the

classroom. This gives students a visual boundary of where they should place themselves,

reducing the potential for students to become distracted or disorderly during transitions. The red

line next to the teacher's desk area indicates that the student should not access that area and that it

is restricted for teachers.