Running head: MY IDEAL CLASSROOM ENVIRONMENTAL DESIGN 1

My Ideal Classroom Environmental Design

Stefanie Martinez

Brandman University: EDUU 676

February 3, 2019
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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
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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.
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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.
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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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