Here is an example of an elementary school structured classroom. They are taller so they can see over tiny shelves.

They need bigger tables, bigger chairs, and more space to move from one space to another. The first difference is that high school students are bigger. This is great-the high school structure truly is just an extrapolation of this example-but there are important differences for the high school kids.

I find that most of the examples online regarding physical classroom structure for students with autism target elementary school kids. The environment needs to give students a clue about what he/she will be doing and what the expectations are while the student is in the area. Most students with classic autism/developmental disabilities will be most ready to learn when spaces are visually defined. The physical structure and lay-out of a classroom needs to be thoughtfully and intentionally designed in order to maximize physical space while meeting the needs of all learners. Remarkably, none of these teachers take their ID photos sparkling with a sheen of sweat on their foreheads after a long morning of lugging around desks.Ĭlassroom environment is extremely important for students with significant disabilities, particularly for students with autism and sensory needs. During our August teacher work days, they labor over finishing syllabi and setting up their Canvas calendars. They teach algebra, or English, or a slew of other classes to which students trudge on a daily basis. Most of my colleagues are not special educators.

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