We’re diving headfirst into the top autism classroom setup ideas. We know that creating a classroom environment that is both comfortable and conducive to learning can be a daunting task, but don’t worry! We’ve got you covered. This post is featuring a podcast interview with an expert in the field. They share their top three essential steps for success in setting up a special education classroom. So, grab a cup of coffee, put your feet up, and let’s get started!
Liz Moreland-Mason has worked in education since 1985. She began tutoring students while in college. She moved into a classroom after graduating with a M.Ed. in special education from the University of North Carolina, Chapel Hill. Her teaching experience spanned both special and general education. From classrooms for students with intellectual and multiple disabilities to programs specifically for students with autism or emotional disturbance. Midway through her public school career, Liz became a LIFE Skills lead teacher with Katy ISD, moved into a program specialist role and then took the position of Instructional Officer for LIFE Skills, Resource and In-Class-Support for the district. Today Liz writes books for teachers of students with significant disabilities, consults with districts concerning their special education programs, and provides training for special education staff.
After 15 years in the classroom, I took a position as a program specialist for LIFE Skills in my district. I began visiting teachers’ classrooms and I had the shock of my life.
Each classroom looked so different.
I honestly thought everyone’s classroom would look… well….just like mine.
I mean, we had all received training in visual support and structured teaching. And we all had students with autism and intellectual disability. Shouldn’t all of our rooms look the same? Seriously, I was shocked.
Since that first month as a program specialist, I have supported hundreds of classrooms. And each of the classrooms looked different.
Every. Single. One.
What I discovered was that despite the fact that each classroom looked different, the ones that worked, really worked for students, had three things in common.
Successful Classroom Essentials
First, all of the classroom staff made student independence a priority. It was literally more important than anything else. It was the heartbeat of the classroom, an integral part of the way routines and activities were structured. The staff embodied the expectation that all students were capable of independent functioning.
Read More about Learned Helplessness HERE
Second, the visual supports and structures that enable students with significant disabilities to be independent were clearly present and actively used. The careful design of the classroom layout with different instructional areas, work systems, and visual schedules were fashioned with specific student characteristics in mind.
Read More about Visual Structures in Autism Classrooms HERE...
And third, each classroom had a variety of positive behavior supports and strategies in place to reinforce and shape adaptive behaviors. The behavior supports were visual in nature and transitioned with students across settings allowing for consistent follow-through.
Read More about Function of Behavior HERE...
Classroom Setup Elements
While no two classrooms looked alike, those three elements (focus on independence, visual supports and positive behavior strategies) stood out clearly in every successful classroom. When you think about it, the classrooms shouldn’t have all looked alike.
While students with autism or intellectual disability share common learning characteristics, they also have many differences. Some classes had students who used wheelchairs, some didn’t. Some classrooms had students with high-intensity behaviors, some didn’t. And some classrooms had students who needed large pieces of equipment, some didn’t. Some classrooms had 4 students, some had 14. And then there are the differences between staff members. Some teachers thrive in color-coordinated thematic decor, some could care less.
Visiting Autism Classrooms
I visited amazing rooms with wide open spaces to allow wheelchair access. Others contained very structured centers using dividers and large furniture in which students were successfully learning to stay in an area rather than elope.
I marveled as a student with cerebral palsy and a weak grasp expertly manipulated his schedule made of black and white icons attached to 1-inch square blocks. Another student in the same room penciled an X on his checklist schedule and then tucked it back into a folder.
My shock turned into pleasant surprise as I saw the myriad of ways classrooms can be developed around the core learner needs of these particular students- the need for visual support, positive behavior strategies, and a push for independence- and also incorporate the flexibility to support differences.
I learned to look beyond the surface and find the underlying framework of successfully structured classrooms.
I invite you to check out the books on my website at www.spedresource.com. These two resources will provide all of the information you need to structure your classroom with the visual supports students need to function independently.
Use the coupon code NOODLENOOK and receive 25% off the purchase of either book.
Be sure to check out the free data sheet and game downloads in the SPED Resource Teacher Zone at https://spedresource.com/teacher-zone/. For more information on resources and further learning about structured teaching and visual supports, go to the SPED Resource Resources page at https://spedresource.com/resources/.
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