Classroom Modifications can be used to enhance the learning
environment for all students. Many
times, these modifications consist of low-tech assistive technology.
 |
| While this classroom looks fun and interactive, it is very visually stimulating. This much visual input could possibly be too much for some learners. |
The diagnosis of Autism is used as an example throughout
this blog to incorporate research promoting evidence based practice.
The
concept of an “inclusive” classroom is supported by evidence in that students
with autism are more successful when matched with typically developing students
(Clark & Chandler, 2013). According to the IDEA Act of 2004, children with
autism spectrum disorder “are entitled to a free and appropriate public
education in the least restrictive environment.” The reaction to sensory
stimulation in the environment can affect the child’s ability to participate in
the classroom. According to Koening et al. (2009), the classroom has the
potential to be a “major vehicle” for change in children with ASD and should
fit their individualized needs for a least restrictive learning environment. The role of occupational
therapy in the school or classroom setting should include evaluation of the
environment for sensory stimuli that may interfere with participation and
modify it as needed (Clark and Chandler, 2013).
Tips
and tricks:
·
Organization:
o Organize the classroom by
dividing it according to subjects areas, such as music, work or snack areas.
o Arrange the furniture so
that it is not placed haphazardly throughout the room and is consistently in
the same location.
o Reduce the amount of visual
clutter in the classroom. If there are open shelves, eliminate distractions by
covering the shelf unit with a solid-colored cloth.
o Provide a social story to facilitate
successful classroom interactions.
·
Lighting:
o Use curtains and blinds on
windows to control the level of illumination at different times of the day and
to avoid glare.
o Use non-reflective surfaces
to eliminate glare from overhead lighting.
o Use individual lighting (such
as a desk lamp) to help distracted students focus on a specific task.
·
Vision:
o Use visual and tactile signs along the child’s route to provide cues for orientation and mobility purposes.
o Use contrasting colors for
all activities. Highlight important information and color code relevant
information.
o Avoid using a patterned
background for work surfaces.
o Enhance toys that are not
visually stimulating with colored tape to provide more contrast.
o Make an individual visual
schedule for students who need increased structure.
·
Sensory:
o Have
students who need to calm down or focus use the swings and monkey bars when at
recess or during sensory breaks.
o Carry
heavy objects to incorporate proprioception (heavy work) into the day (chair
push-ups are a great non-distracting stationary way to incorporate heavy work
into the classroom).
o Provide
fidget toys if the student can use them safely and appropriately.
o Put
something in mouth to bite, crunch, suck, chew, or blow when needing to focus.
o Continually
assess lighting, temperature, smells, and sounds in the classroom.
o Incorporate
exercise into the day and promote recess attendance.
P.S. Did you know that old phone books can be used as
a footrest for students who can’t reach the floor? Make them fun and visually
appealing with colored duct-tape!
For
more tips and tricks visit:
- · http://www.perkinselearning.org/activity-bank/tips-modifying-learning-environment-children-visual-impairments-and-additional
- · http://tcsps.sharpschool.net/UserFiles/Servers/Server_981069/File/Migrated%20Documents/20_classrm_modifications_for_students_with_autism.pdf
- · http://ese.dadeschools.net/tbi/2classroom.html
- · https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations
What
is a social story?
References:
Clark, G. F.
& Chandler, B. E. (2013). Chapter 25: Best Practices in Supporting Children
with Autism.
Best practices for occupational
therapy in schools (pp.276-277).
Bethesda, MD: The American
Occupational Therapy Association, Inc.
Individuals With Disabilities Education Improvement Act
(IDEA) of 2004, Pub. L. 108-446, 20
U.S.C. § 1400 et seq.
Kinnealey,
M., Pfeiffer, B., Miller, J., Roan, C., Shoener, R., & Ellner, M. L.
(2012). Effect of classroom
modification on attention and engagement of students with
autism or dyspraxia. American
Journal of Occupational Therapy, 66, 511–519. http://dx.doi.org/10.5014/ajot.2012.004010
Koening, K.,
Bleiweiss, J., Brennan, S., Cohen, S., & Siegel, D. (2009). A model for
inclusive public
education for students with autism spectrum disorders. Teaching Exceptional Children. Retrieved
P.S.
I got a puppy this weekend! Meet Cash, the future therapy dog!
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