Physical Set Up

Since many students with autism tend to be visual learners, it is important for the physical space of the classroom to have clear visual boundaries (www.TEACCH.com). This will help students who may have a difficult time establishing their own boundaries..  The physical make-up of the class should make sure the entryway leads students to the first activity.  In addition, the child’s space (in most activities and routines) should be clearly defined either with a photo or the child’s name.  Photos, picture icons or written words posted around the room that indicate the names of various areas and activities of the classroom are a necessity for helping students, who are visual learners.  It is also important for these areas to have a place for students to place their schedules or schedule icons when not in use.   The “classroom designer” will also need to make sure that the data collection system is systematically in or near each area where data will need to be collected.
The physical make-up of the classroom will also consist of the various areas of the classroom.  Areas of the classroom should be specific and used for one activity only, when possible (www.TEACCH.com).  When you are setting up the room, be sure to include the following areas which tend to work well in most autism classrooms:
_____Independent work stations
_____1:1or 2:1 work areas
_____sensory/sensory motor area
_____structured play/rec-leisure area/gross motor area
_____small group areas (centers, stations)
_____large group area