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Classroom Arrangement and Early Childhood Autism
The arrangement of the classroom environment could effectively meet the individual needs of children with autism spectrum disorder (ASD), as the room is neatly divided, which helps ASD children delineate borders and boundaries, and bright colors are used to help convey important information—like the class schedule, vocabulary words on the board to learn, and so on. There is also plenty of space for peer interaction, which Bene, Banda and Brown (2014) note is helpful for peer-mediated instruction, as it allows students to discuss with one another and communicate more freely without obstacles getting the way.
There are also several lamps in one area to help give light and make the room brighter. The lamps are helpful for reading and give a warm, lively atmosphere to the classroom. They are like living room lamps so have the added benefit of being inviting and welcoming. As Ganz (2007) notes, “visually based interventions are recommended for individuals with ASD because it is thought that visual processing is a relative strength for many of these individuals” (p. 249). The bright colors and the lamps giving bright light in the reading...
This helps with peer-mediated instruction as well and also gives the students the sense that they are not alone but rather are part of a team of students, which can build their confidence and assist them with the development of their social skills. The arrangement promotes a general feeling of inclusivity, which Leach and Duffy (2009) note is helpful for ASD students as it promotes the feeling of being part of the whole. Isolation for ASD students can lead to feelings of anxiety and stress and in a learning environment any modification that promotes inclusion can be seen as a positive one.
Around the perimeter of the classroom are still more lamps which help to give the room character, life and light and keep the atmosphere from feeling dark, cold and gloomy. There is a computer area and neat shelving units around the room to help keep the environment tidy and organized. There is a…
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
above). Seating Edward near the teachers desk results in less external distraction, more hands-on management, and while the teacher may need to review instructions because of the lack of proximity to the chalkboard, Edward will have fewer distractions and be able to focus more on his work. While there is no "ideal" classroom seating arrangement because of the differences in the classroom makeup, age of students, and activities, I believe
Low-structured classrooms have more dialogue between the teacher and the students as well, according to PAW (2009). Capizzi (2009) notes that it is easy to visit a variety of classrooms and see how each one has its own style and its own feel. Teachers can get very creative when it comes to structuring and decorating their classrooms, which is nice, but teachers have to be careful that they organize the
Classroom Management Class room management holds extreme importance in the process of teaching. It is mandatory for a teacher to manage her class effectively in order to achieve her predetermined instructional goals. 'Successful classroom management involves much more than rules and discipline. Indeed research into classroom management demonstrates that effective teachers are proactive about student behavior, and they involve students in the process of establishing and maintaining rules and routines'.
Curriculum Development and Classroom Management Classroom Management and Curriculum Development Discipline, punishment, behavior, and class arrangement are considered basic elements of classroom management in the present society. Despite the fact that these elements have pivotal role in describing classroom management, they are not absolute. Effective interactive skills of the teachers with students augment the concept of classroom management. Research reveals that as compare to curriculum assessment, staff cordiality, and community participation in
To become successful, consequences are to be applied consistently and they never are to be physically or psychologically injurious to the student. (Wiggins, Classroom Management Plan) Features about the techniques that I like These techniques enable to mend the behavior of the students who do not respond to conventional discipline. It promotes student involvement because it makes learning attractive and fun and particularly because of the focus being provided to