When providing physical structure for students with ASD in the classroom environment, which areas of needs shall we consider?
What will be an ideal response?
Answer should ideally include:
• Sensory considerations: The sights, sounds, and movements of these highly stimulating classrooms are likely amplified for children with ASD. For students with ASD, the stimuli of the classroom may be overwhelmingly uncomfortable, and they may react to the discomfort with a range of behaviors from avoidance to violent physical aggression.
• Sensitivities to light and sound:Not all children with autism will have sensitivity to light, but for those who are affected by light sensitivities, it can sometimes be impossible for them to bear.For some students with ASD, school air conditioner sounds, the shuffling of feet as others walk by in the hallway, or even scratching of pencils moving across papers are unpleasant.For others, it’s vacuum cleaners, lawn mowers, construction equipment, alarms, beeps, the buzz of fluorescent lights, or noisy crowds that trigger a reaction.
• Classroom visual organization: The classroom that has well-defined spaces appears organized and will help promote a positive learning environment for all students.A physically structured environment should also be extremely organized and free of visual clutter.Room arrangement can help provide a sense of predictability that is so important to students with ASD.Proper arrangement of the physical space allows students with ASD to understand their environment, anticipate what is coming next, and helps them be less apprehensive. Their mental states are more conducive to learning new materials.
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