Structuring The Classroom Autism and Multi-categorical Classes Designed by Megan Waugh- Assistant principal learning and Support

Mismatch between ASD and the Environment Characteristics of ASD Sensory Cognitive Communication Empathy Characteristics school environment Communication and social demands; adults and peers Sound ,light and touch, taste and texture Movement Communication Sensory Motor Confusion, Anxiety and Fear Social Repetitive behaviour Restricted interest

ASD Friendly School = Successful Placement Communication and learning supports using visuals. Social support and adaptation; adults and peers Management of sensory needs Provision of structure and routine. = Successful Placement

Structuring the physical environment Organisation of areas according to the activity/curriculum to be delivered Equipment selection Creating subdivisions with large areas Furniture and equipment layout Environmental labelling and cueing Proximity of desks Visual stimuli and where it is placed Communication behavioural expectations (class rules) Physical boundaries The student’s expectations The expectations of others in the setting

Indoor areas Movement Time alone areas Windows and Doors Entrance and exit distances Avoid tight areas Provide personal space Designated walkways Sensory overload Break from work Over tired Anxious Windows and Doors Use of Colour Coding Alleviate stress Provide organisational strategies Visual Safety considerations Distractions Escape

The Classroom Clear visual boundaries and defined function areas Reading corner Sensory area Individual work stations Computer area Calm area- relaxation Time out area- Consequences Bag space Clear visual boundaries and defined function areas Sensory sensitivities considerations. Safety precautions Lighting Heating Hooks Circuit breakers Secured cupboards Door access, exit plan Fluorescent lighting Sound absorbing flooring Texture Smell Movement Taste

Activites clearly outlined

Physical Boundaries Structured teaching is – Organizing the physical environment – Using visual supports to supplement verbal explanations/directions – Building on the strengths of individuals with autism Transitions Set up/clean up Completion of tasks

Structure Defined Spaces

Classroom separated according to designated curriculum

Learning Centres Small and large group tables: these SLIDE 3 – CENTERS During center time we work on our student’s IEP goals and collect LU data. 3 Groups during centers: teacher and assistant rotate between students 1 student receives 1:1 instruction (me or IA) based on his individual needs Other students are paired together for 2:1 instruction based on their individual needs When students are paired together we look to teach various skills using similar materials to decrease clutter, increase flow, and promote generalization I collect data on clip boards and with individual program sheets to eliminate extra paperwork To assist with data collection and to track the number of LU collected each day I use a different color pen per day An ABLLS-R assessment was completed last year on my students and will be completed again this year to track student progress Small and large group tables: these areas are used for meal time, art, and during centers.

Classroom Centres Circle area: Students sign in and out, visual daily schedule posted, calendar, days of the week, group activities, ect. Independent work area: students work on completing specific tasks (ie:puzzles, file folders, art, ect.) SLIDE 4 – CIRCLE AND INDEPENDENT WORK AREA During circle time our students are working on following group instructions, calendar, counting, imitating actions, greetings, and generalization of skills that they have learned at the table songs and stories are incorporated here At the independent work area students are learning to independently complete a task, work on their own without adult supervision students work on file folder activities, puzzles, and art projects Circle Area

Reading Center

Calendar Area

Classroom Instruction Basic Student Needs with Physical Structure Safety of Students Visually defining areas Position of Students for affective learning Student access to materials Distractibility of students Desks are for group instruction led by the Teacher. (Students are paired or grouped based on academic/behavioral needs.)‏ The Kidney bean table is for Group; Speech and Art. Also, the TA uses this area to deliver 1:1 or 1:2 program instruction. Small Group work area Speech Group work area Whole Class Instruction Work Area)

Spaces for independent work Individual Stations Spaces for independent work

Individual Stations Independent Work/Play Area Students pick/play at their leisure during independent time. Small Table is for independent work/play. Students who are rotated to this area work on fine motor activities such as; puzzles, lace boards, stringing beads, tracing/writing, coloring, and cutting. (The activity depends upon the student’s independent skill level.)‏ Extra components include two study carrels for 1:1 instruction. (Whether the student exhibits behaviors requiring an isolated learning area or if the student is easily distracted by others around them, these units are helpful for redirecting students back on task.)‏ Independent Work/Play area

Classroom Structure Computer Work Stations 1:1 Student Work area Reading Center Computer area is designated for independent learning/group instruction. Study Carrel is used for 1:1 instruction for students needing an area with less distractibility. Reading section is for independent work/play

Classroom Circle area: Students sign in and out, SLIDE 4 – CIRCLE AND INDEPENDENT WORK AREA During circle time our students are working on following group instructions, calendar, counting, imitating actions, greetings, and generalization of skills that they have learned at the table songs and stories are incorporated here At the independent work area students are learning to independently complete a task, work on their own without adult supervision students work on file folder activities, puzzles, and art projects Circle area: Students sign in and out, visual daily schedule posted, calendar, days of the week, group activities, ect. Independent work area: students work on completing specific tasks (ie:puzzles, file folders, art, ect.)

The Finished cloth and Timers

Classroom Structure Independent Work/Play Area Small Table is for independent work/play. Students who are rotated to this area work on fine motor activities such as; puzzles, lace boards, stringing beads, tracing/writing, coloring, and cutting. (The activity depends upon the student’s independent skill level.)‏ Extra components include two study carrels for 1:1 instruction. (Whether the student exhibits behaviors requiring an isolated learning area or if the student is easily distracted by others around them, these units are helpful for redirecting students back on task.)‏ Independent Work/Play Area Currently students pick/play at their leisure during independent time. Independent Work/Play area

3-5 Classroom Structure 2008-2009 Computer Work Stations 1:1 Student Work area Reading Center Computer area is designated for independent learning/group instruction. Study Carrel is used for 1:1 instruction for students needing an area with less distractibility. Reading section is for independent work/play

To indicate behavioral and curricular expectations: Ways to divide/set-up classrooms To indicate behavioral and curricular expectations: Use dividers Tape on the floor Rugs Lockers Partitions Filing Cabinents

Sensory Area Hyper/hypo sensitive Self regulation Touch Auditory Presenter Self regulation- provide sensory stimulation throughout the day, allows for ability to focus on work and stay calm. Proprioception is the awareness of their body in relation to others and objects. Bumping into people, walking over others and not realising they are there, personal space, sense of danger. Vestibular is the need for movement to allow the body to calm. Spinning chairs, trampoline, walking. Vision Taste Smell Proprioception- body sense Vestibular- Movement Sense

Incorporating Movement in the Class Adding a Sensory Break Megan

A place for everything and everything in its place Functionality A place for everything and everything in its place Shelves Cupboards Baskets Desks Bags Books Pencils/pens Presenter Open versus closed shelving Area to unpack bags close to entrance Eliminate multiple pencils etc, pencil case. Visuals on desks for organisation, behaviour management, sequencing activities, task analysis Area to unpack bags, close to entrance. Participant All resources have a defined box and a re visually labeled 29

Activities clearly outlined Individualized schedules and activities outlined

Teacher Students Students Students Students Group Instruction Teacher Students Students Students Students

Group Instruction Set up like regular education classrooms. Why? Helps student model appropriate behaviors such as sitting, raising hand, following instructions, and working with peers.

Group Instruction – How? In order to accommodate students with autism into these group settings teachers need to: Make specific accommodations to materials Have child specific reinforcers available Use visual supports to make sure the ……student knows what is expected The task of teaching is more complicated when instruction is differentiated to suit a mix of ability levels. Arrangements should be chosen carefully to suit the student, the skill objective, and the setting. One on one Small groups Cooperative learning groups

Transitions are often difficult for individuals with autism. Enhance Transitions Transitions are often difficult for individuals with autism. How can the physical structure of the classroom help to facilitate transitions? Placing arrows on the floor to indicate the path students should follow Tape may indicate students designated area (i.e., where to sit or stand)

Areas outlined for specific actions Enhance Transitions Areas outlined for specific actions

How Others Have Done It!

Timetables and Rules

Behaviour

Technology

Activity On a piece of graph paper or the free App linked below draw a picture of your classroom and arrange it with the areas you will need for a specific student http://www.autismclassroom.com/miscellaneous/new-ipad-app-for-teachers-to-design-the-layout-of-the-classroom/ Include a description of your student, which areas he/she needs and why