Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders - Tapa blanda

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Susan Kabot, EdD, CCC-SLP, is the executive director of the Autism Institute at Nova Southeastern University, where she oversees the Baudhuin Preschool; Starting Right, a parent-child early intervention program for children 18-36 months; the Autism Consortium, which provides outreach services to school districts around the country; and the Unicorn Children's Foundation Clinic. She also teaches autism courses at both the master's and doctoral levels at NSU and serves as a dissertation chair and member. Susan has been active at the local, state and national level in a variety of organizations addressing the needs of individuals with autism, their families and the professionals who serve them. She was appointed to the Florida Developmental Disabilities Council and serves on the Health Care and Self-Advocacy Leadership Task Forces. She is also a member of the Panel of Professional Advisors for the Autism Society of America. With Christine Reeve, Susan is the co-author of several books, including Setting Up Classroom Spaces that Supports Students with Autism Spectrum Disorders. Susan is the mother of three sons. Her middle son, Michael, has autism. Christine E. Reeve, PhD, BCBA-D, has more than 20 years of professional experience with children, families and schools focused on autism, inspired by one sister with autism and another sister who teaches children with special needs. During her 13 years at Nova Southeastern University's Mailman Segal Institute, she served in a variety of roles, including director of the therapeutic intervention program for children with significant behavioral issues and autism and consultant for the Autism Consortium, providing consultations and training to school systems across the country. Christine owns and directs a school consultation practice providing professional development and consultation to school systems concerning students with autism, low-incidence disabilities and challenging behavior. Christine also serves as adjunct faculty and a dissertation advisor for Nova Southeastern University. She is the author and co-author of several books, including Setting Up Classroom Spaces That Support Students with Autism Spectrum Disorder.

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We all make use of visual strategies every day, often totally unconsciously. We go to the supermarket and stand in the checkout lines where the numbers are lit up. We stop before crossing the street when the light is red … the list goes on and on. Similarly, visual cues help students with ASD to make sense of their environment. By being able to rely on predictable cues in the classroom, they are more comfortable and, therefore, in a better position to focus more time on instruction. That is, the energy otherwise spent on worrying about what will come next can now be constructively expended on learning.

To be successful, visual cues must be clear and readily available. In addition, students must learn to understand and use each type of cue before they can rely on it on a regular basis. A good rule of thumb is to have a colleague come into the classroom and look at the materials displayed. Can he or she identify the function of each of the materials? If so, then the materials areprobably relevant and needed. If the function is difficult to discern or if the visual is not related to the running of the classroom (e.g., a bulletin board decorated with fall leaves when none of the lesson plans address seasons or leaves), consider removing that item and storing the material elsewhere.

Designing effective classroom environments for students with ASD is more complicated than simply putting out desks and chairs. The unique characteristics of ASD and their impact on students’ learning styles and ability to navigate complex environments make careful consideration and planning of their instructional environments a key component of effective intervention. The following is a synopsis of warning signs and solutions to potential difficulties observed in classrooms that can be addressed by changes in the physical environment. These warning signs are provided as an overview to help teachers think about issues in their own classrooms and how the physical environment may impact them.