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Reflection on Classroom Learning EnvironmentEDUU - 676 Video Journal #1
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Characteristics of Structured Learning Environments
That Support the Needs of Learners with ASD
1. Flexible & Adaptable - Being able to move around furniture and features, such as temperature and lighting, is an important characteristic of a structured learning environment for learners with ASD. Every learner with ASD is different so it is helpful to be able to change the environment to meet the needs of particular learners.
2. Non-Threatening - The classroom should "feel welcoming and foster encounters, communication, and relationships. Settings should provide restful, restorative places and offer a sense of security" (Vogel, 2008). Having unique nooks where learners can observe their environment from a position of perceived safety will help students adjust and relax during periods of high sensory activity.
3. Non-Distracting - Rooms should be "free of clutter, relatively odor-free, and visually and aurally restorative" (Vogel, 2008). Teachers and paraprofessionals should be aware of sensitivities to smell and sound. This means that colognes and perfumes should be avoided. Loud, and particularly unexpected sounds, should also be avoided.
4. Predictable - When learners with ASD can predict what is going to happen they can better prepare for changes that might impact the senses. This makes their environment easier to navigate. Ways to do this include visual cuing and prompting, transitional spaces, marks on the ground (i.e. such as yellow footprints for where to stand), and visual schedules.
5. Controllable - This characteristic refers to control by learners. "When a child can understand his or her environment, emotional security rises and the child feels an increased sense of control" (Vogel, 2008).
6. Sensory-Motor Attuned - Occupational therapists are trained to assess the sensory needs of learners with ASD and can be helpful in determining ways to modify the learning environment to meet these needs. Some ways to be attuned to sensory-motor needs are attention to sound, lighting, and textures in the classroom and the inclusion of a sensory room and both indoor and outdoor play areas that consider sensory needs.
7. Safe - Learners with ASD often like to explore their environment through climbing, moving into confined areas, and feeling the pressure of pillows, or heavy objects. Climbing can be dangerous if there is not a consistently good place to grip or if climbing on a heavy object causes it to tip over. Considering the range of possible behaviors for learners with ASD, it is of utmost importance that classrooms are made safe for all learners.
8. Non-Institutional - Vogel (2012) mentions the importance for learners with ASD to feel at home in their classrooms. Creating the cozy feeling that many of us feel at our homes might mean looking at different furnishings, spaces and classroom layout. Typical classrooms, and their institutional feel, may be reminders for learners with ASD of visits to doctors' offices, hospitals, and government buildings that can be less than welcoming.
* Adapted from:Vogel, C. L. (2008). Classroom Design for Living and Learning with Autism. Autism Asperger's Digest, (May/June).
2. Non-Threatening - The classroom should "feel welcoming and foster encounters, communication, and relationships. Settings should provide restful, restorative places and offer a sense of security" (Vogel, 2008). Having unique nooks where learners can observe their environment from a position of perceived safety will help students adjust and relax during periods of high sensory activity.
3. Non-Distracting - Rooms should be "free of clutter, relatively odor-free, and visually and aurally restorative" (Vogel, 2008). Teachers and paraprofessionals should be aware of sensitivities to smell and sound. This means that colognes and perfumes should be avoided. Loud, and particularly unexpected sounds, should also be avoided.
4. Predictable - When learners with ASD can predict what is going to happen they can better prepare for changes that might impact the senses. This makes their environment easier to navigate. Ways to do this include visual cuing and prompting, transitional spaces, marks on the ground (i.e. such as yellow footprints for where to stand), and visual schedules.
5. Controllable - This characteristic refers to control by learners. "When a child can understand his or her environment, emotional security rises and the child feels an increased sense of control" (Vogel, 2008).
6. Sensory-Motor Attuned - Occupational therapists are trained to assess the sensory needs of learners with ASD and can be helpful in determining ways to modify the learning environment to meet these needs. Some ways to be attuned to sensory-motor needs are attention to sound, lighting, and textures in the classroom and the inclusion of a sensory room and both indoor and outdoor play areas that consider sensory needs.
7. Safe - Learners with ASD often like to explore their environment through climbing, moving into confined areas, and feeling the pressure of pillows, or heavy objects. Climbing can be dangerous if there is not a consistently good place to grip or if climbing on a heavy object causes it to tip over. Considering the range of possible behaviors for learners with ASD, it is of utmost importance that classrooms are made safe for all learners.
8. Non-Institutional - Vogel (2012) mentions the importance for learners with ASD to feel at home in their classrooms. Creating the cozy feeling that many of us feel at our homes might mean looking at different furnishings, spaces and classroom layout. Typical classrooms, and their institutional feel, may be reminders for learners with ASD of visits to doctors' offices, hospitals, and government buildings that can be less than welcoming.
* Adapted from:Vogel, C. L. (2008). Classroom Design for Living and Learning with Autism. Autism Asperger's Digest, (May/June).
Resources for Additional Information
on Structured Learning Environments
There is a plethora of resources online for designing learning spaces for students with ASD. Three of these resources are listed below:
Visual Supports and Autism: www.autismspeaks.org/sites/default/files/2018-08/Visual%20Supports%20Tool%20Kit.pdf
Designing Classrooms for Learners with ASD: autismclassroomresources.com/classroom-design/
Autism Classroom Design: https://www.simplyspecialed.com/autism-classroom-design/www.simplyspecialed.com/autism-classroom-design/
Visual Supports and Autism: www.autismspeaks.org/sites/default/files/2018-08/Visual%20Supports%20Tool%20Kit.pdf
Designing Classrooms for Learners with ASD: autismclassroomresources.com/classroom-design/
Autism Classroom Design: https://www.simplyspecialed.com/autism-classroom-design/www.simplyspecialed.com/autism-classroom-design/