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Classroom Management and Arrangement Essay
Pages:2 (676 words)
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Document Type:Essay
Document:#47332704
Classroom Arrangement and Early Childhood Autism
The arrangement of the classroom environment could effectively meet the individual needs of children with autism spectrum disorder (ASD), as the room is neatly divided, which helps ASD children delineate borders and boundaries, and bright colors are used to help convey important information—like the class schedule, vocabulary words on the board to learn, and so on. There is also plenty of space for peer interaction, which Bene, Banda and Brown (2014) note is helpful for peer-mediated instruction, as it allows students to discuss with one another and communicate more freely without obstacles getting the way.
There are also several lamps in one area to help give light and make the room brighter. The lamps are helpful for reading and give a warm, lively atmosphere to the classroom. They are like living room lamps so have the added benefit of being inviting and welcoming. As Ganz (2007) notes, “visually based interventions are recommended for individuals with ASD because it is thought that visual processing is a relative strength for many of these individuals” (p. 249). The bright colors and the lamps giving bright light in the reading corner can certainly be of assistance to the ASD students from this perspective.
The desks on the other side of the room are joined in groups so that the students when seated at them are facing one another in groups of threes, each desk turned towards the others—like a pie divided into three. This helps with peer-mediated instruction as well and also gives the students the sense that they are not alone but rather are part of a team of students, which can build their confidence and assist them with the development of their social skills. The arrangement promotes a general feeling of inclusivity, which Leach and Duffy (2009) note is helpful for ASD students as it promotes the feeling of being part of the whole. Isolation for ASD students can lead to feelings of anxiety and stress and in a learning environment any modification that promotes inclusion can be seen as a positive one.
Around the perimeter of the classroom are still more lamps which help to give the room character, life and light and keep the atmosphere from feeling dark, cold and gloomy. There is a computer area and neat shelving units around the room to help keep the environment tidy and…
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References
Bene, K., Banda, D. R., & Brown, D. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Review Journal of Autism and Developmental Disorders, 1(2), 135-142.
Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with autism spectrum disorders. Exceptionality, 15(4), 249-260.
Leach, D., & Duffy, M. L. (2009). Supporting students with autism spectrum disorders in inclusive settings. Intervention in School and Clinic, 45(1), 31-37.
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