Creating Visually Appropriate Classroom Environments for Students with Autism Spectrum Disorder

Autor/inn/en	Martin, Rebekah; Wilkins, Julia
Titel	Creating Visually Appropriate Classroom Environments for Students with Autism Spectrum Disorder
Quelle	In: Intervention in School and Clinic, 57 (2022) 3, S.32-37 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211014882
Schlagwörter	Classroom Environment; Classroom Design; Furniture; Physical Environment; Visual Environment; Visual Stimuli; Lighting; Color; Students with Disabilities; Autism; Pervasive Developmental Disorders; Student Needs; Regular and Special Education Relationship; Elementary Schools; Sensory Experience; Environmental Influences; Cues; Visual Aids + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenraumgestaltung; Möbel; Natürliche Umwelt; Beleuchtung; Colour; Farbbezeichnung; Farbe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Elementary school; Grundschule; Volksschule; Sinnerfahrung; Environmental influence; Umwelteinfluss; Stichwort; Anschauungsmaterial
Abstract	The likelihood of teaching a student with autism spectrum disorder (ASD) has steadily increased over the past two decades. However, the practical information about working with students with ASD has not increased at a similar rate. Teachers may therefore be unaware of simple modifications they can make to their classrooms to meet the needs of students with ASD. This article is based on a review of empirical studies about environmental factors that influence the way individuals with ASD attend to and process information. Findings from these studies indicate that individuals with ASD rely on vision to gather information more than any other sense. Based on these findings, the authors outline simple physical adjustments teachers can make to the visual displays, physical layout, and lighting in the classroom. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01