Classroom Environment
The physical space of a classroom can be just as important as the instruction, content, and teaching strategies when it comes to the impact on a student’s learning. Having the proper space to work is important for anyone, but for a student with disabilities, who already has difficulty completing tasks, having a structured physical classroom environment is essential. The collection of strategies are tailored to work as general strategies for all students while others are designed to benefit students with specific needs. Some of the accommodations and modifications for students with disabilities will focus on attention deficit/hyperactivity disorder, autism spectrum disorder, and visual/hearing impaired students.
An effective method of adapting the classroom for the benefit of all students is universal design. As Alexa Darby writes, “According to the Center for Universal Design, ‘Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.’” (Darby, n.d.) The nine principles are not exclusively physical adaptations for the classroom, but a number can be tied into how a teacher presents their class. The nine principles, according to Scott, Shaw, and McGuire (2001), are: “1) equitable use, 2) flexibility in use, 3) simple and intuitive, 4) perceptible information, 5) tolerance for error, 6) low physical effort, 7) size and space for approach, 8) a community of learners, 9) instructional climate.” (Darby, n.d.) Numbers one, two, five, and to an extent, nine are less physical and more emotional and mental strategies. Using the other principles congruously with flexibility and a focus on equity, a classroom can assist all students in their tasks.
Display
The concept of “simple and intuitive” and “perception of information” focuses on the design of activities and how students will perceive the information. A poorly designed syllabus, worksheet, or instructional classroom design can confuse students and hide the intended purpose of the curricula. (Darby, n.d.) If the information is presented auditorily, graphically, or textually, the design behind the presentation should be taken into account. Overly complex images, excessively large and confusing vocabulary, and clashing colors can be distracting for students. The best practices would be focusing on simple, clearly presented information. Being aware of size, color, and style of fonts and using simple graphic organizers and images without over cluttering can help students with visual and attention disorders focus.
Physical Effort
Having a classroom with “low physical effort” while remaining attentive to “size and shape for approach” will help student in their physical interactions with the environment. (Darby, n.d.) While many activities in a classroom are low on the spectrum of physical activity, it is always important to consider ability and student’s physical response to instruction. If an activity requires climbing over desks, quickly moving across the classroom, or functioning with the environment where a student’s impairment becomes a disability or a handicap, it is best to reconsider the lesson’s activity. Having the proper physical space to actively engage in the classroom, whether it be reading, presenting, or even moving around is important for the entire class. Students with and without attention deficits need time to change activities and pace in a classroom. Having break times and different lessons helps students refocus their attention and reduces the physical fatigue in a classroom. Even a day of lecture, when students have been moving very little, can be physically exhausting, not just for student with disabilities, but for everyone.
Environment
Finally, it is important to develop the climate of the classroom to support “a community of learners” and the class’s “instructional climate.” Sitting students in table groups, where cooperation is encouraged, can help support the physical environment of a classroom. By placing students in a deliberate arrangement a teacher can impact how students interact. Giving students time and space to cooperate and generate their own thinking is best achieved when the set-up of the class allows for it. Students, while possibly distracted by a social arrangement of the classroom, can monitor each other and direct attention when other students get off-task; these social cues build social literacy for students who may struggle with attention and social concepts.
Attention Deficit/Hyperactivity Disorder
Attention deficit/hyperactivity disorder’s primary concern in a classroom is student behavior from an attention and hyperactivity perspective. It is important for teachers to structure their classroom to proactively assist students with AD/HD with their attention deficits. Here is a short list of illustrative and not exhaustive strategies that can help these students:
Autism Spectrum Disorder
As discussed in the section on disabilities, autism spectrum disorder can have a serious impact on student attention and engagement with the class. A way to support many students with autism is by constructing a positive classroom environment for the student. The following is a list of illustrative and not comprehensive strategies provided by National Autism Resources for helping construct a positive environment for students with ASD:
Audio/Visual Disabilities
Students with auditory and visual disabilities need unique accommodations in a classroom; however, the modifications are generally physical and require adaptations in the classroom setting. Various changes can be made to the classroom environment; while all students could benefit from clearer classroom presentation, students with physical disabilities that impact their sight and hearing would benefit most. The following is a list of some tactics that can help reinforce the students’ classroom environment:
An effective method of adapting the classroom for the benefit of all students is universal design. As Alexa Darby writes, “According to the Center for Universal Design, ‘Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.’” (Darby, n.d.) The nine principles are not exclusively physical adaptations for the classroom, but a number can be tied into how a teacher presents their class. The nine principles, according to Scott, Shaw, and McGuire (2001), are: “1) equitable use, 2) flexibility in use, 3) simple and intuitive, 4) perceptible information, 5) tolerance for error, 6) low physical effort, 7) size and space for approach, 8) a community of learners, 9) instructional climate.” (Darby, n.d.) Numbers one, two, five, and to an extent, nine are less physical and more emotional and mental strategies. Using the other principles congruously with flexibility and a focus on equity, a classroom can assist all students in their tasks.
Display
The concept of “simple and intuitive” and “perception of information” focuses on the design of activities and how students will perceive the information. A poorly designed syllabus, worksheet, or instructional classroom design can confuse students and hide the intended purpose of the curricula. (Darby, n.d.) If the information is presented auditorily, graphically, or textually, the design behind the presentation should be taken into account. Overly complex images, excessively large and confusing vocabulary, and clashing colors can be distracting for students. The best practices would be focusing on simple, clearly presented information. Being aware of size, color, and style of fonts and using simple graphic organizers and images without over cluttering can help students with visual and attention disorders focus.
Physical Effort
Having a classroom with “low physical effort” while remaining attentive to “size and shape for approach” will help student in their physical interactions with the environment. (Darby, n.d.) While many activities in a classroom are low on the spectrum of physical activity, it is always important to consider ability and student’s physical response to instruction. If an activity requires climbing over desks, quickly moving across the classroom, or functioning with the environment where a student’s impairment becomes a disability or a handicap, it is best to reconsider the lesson’s activity. Having the proper physical space to actively engage in the classroom, whether it be reading, presenting, or even moving around is important for the entire class. Students with and without attention deficits need time to change activities and pace in a classroom. Having break times and different lessons helps students refocus their attention and reduces the physical fatigue in a classroom. Even a day of lecture, when students have been moving very little, can be physically exhausting, not just for student with disabilities, but for everyone.
Environment
Finally, it is important to develop the climate of the classroom to support “a community of learners” and the class’s “instructional climate.” Sitting students in table groups, where cooperation is encouraged, can help support the physical environment of a classroom. By placing students in a deliberate arrangement a teacher can impact how students interact. Giving students time and space to cooperate and generate their own thinking is best achieved when the set-up of the class allows for it. Students, while possibly distracted by a social arrangement of the classroom, can monitor each other and direct attention when other students get off-task; these social cues build social literacy for students who may struggle with attention and social concepts.
Attention Deficit/Hyperactivity Disorder
Attention deficit/hyperactivity disorder’s primary concern in a classroom is student behavior from an attention and hyperactivity perspective. It is important for teachers to structure their classroom to proactively assist students with AD/HD with their attention deficits. Here is a short list of illustrative and not exhaustive strategies that can help these students:
- Structure the class with walking space and open areas; the arrangement can help students get up and move it they need to. (U.S. Department of Education, 2008).
- Remove distractions from the student’s sitting area or place students away from distracting objects or students. (Brock, 2002)
- Place students with attention problems near the teacher so the teacher can teach in proximity, provide assistance, and address positive and negative behaviors.
Autism Spectrum Disorder
As discussed in the section on disabilities, autism spectrum disorder can have a serious impact on student attention and engagement with the class. A way to support many students with autism is by constructing a positive classroom environment for the student. The following is a list of illustrative and not comprehensive strategies provided by National Autism Resources for helping construct a positive environment for students with ASD:
- "Use visual supports.
- Be aware of noise many students with autism process normal sound as too loud or quiet. It can be difficult for these students to filter out background noise. Have the autistic student sit away from the hallway, pencil sharpener or water fountain.
- Have a seating chart ready before the student with autism arrives. Have a plan in place to help them identify and find their seat. Try to place the autistic student’s desk away from windows and doors and near the front of the class, so they have a clear view of you. If the student with autism is a distraction, set them to the far side of the front.
- Children with autism pay attention to details and can miss the big picture. Wall charts and posters can distract from your teaching. While teaching, try to teach in front of a blank background (i.e. a chalkboard with nothing extra written on it).
- To help keep down visual distractions store unnecessary or large equipment in closed cabinets.
- To help increase independence, think through where materials for student activities will be stored. Try to keep these materials in a regular location for student access.
- Often students with autism have a difficult time understanding personal space. Define personal space by drawing masking tape outlines on the floor. Make sure there is plenty of room between desks.
- Take time to set up your classroom and once it is set up avoid changes. If your classroom will have stations, use furniture to help define these spaces.
- If possible provide a quiet area for your autistic student to go for breaks. This could be a table with dividers by it or a small area in the corner of the classroom with a bean bag chair and some headphones. The area should be free of visual distractions.
- Be aware that students with autism can be very sensitive to smells avoid air fresheners and perfume." (National Autism Resources, 2014)
Audio/Visual Disabilities
Students with auditory and visual disabilities need unique accommodations in a classroom; however, the modifications are generally physical and require adaptations in the classroom setting. Various changes can be made to the classroom environment; while all students could benefit from clearer classroom presentation, students with physical disabilities that impact their sight and hearing would benefit most. The following is a list of some tactics that can help reinforce the students’ classroom environment:
- Provide assistive technology (magnifiers, large print media, audio recorders, etc.
- Give preferential seating to students with disabilities so they can see or hear better (Heward, 2009)
- Present materials in large text with unobtrusive fonts and colors
- Provide lighting, but not harsh or glaring light (Heward, 2009)
- Use a microphone or voice amplifier when presenting information
- Provide digital copies of work, graphic, and presentations