Summary and Analysis of a Study

Annotation of a Qualitative Research Article
Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth
with autism spectrum disorders. Exceptionality, 15(4), 249-260.
Summary. The study by Ganz focuses on possible classroom structuring methods and techniques that can be used for students with autism spectrum disorder (ASD). In particularly, the study focuses on the fact that visually based interventions are helpful for ASD students as they can engage the students more effectively than interventions that have no visual appeal. Likewise, have distractions removed from the classroom can facilitate the learning experience for the ASD learner. This means that closets and shelving unites should be covered with curtains so that students are not distracted by the things on the shelf during class time. Instead, bright and lively colors should be used to emphasize learning material—such as vocabulary words printed on bright, bold paper and taped to the walls, or pictures that reinforce other learning concepts, whether in art or in math and so on. The study overall indicates that teachers of students with ASD should use organizational strategies to maintain order in their classroom and assist their students in focusing on their learning objectives.
Analysis. An analysis of the study shows that the researcher is a professor at the University of Texas at San Antonio, so has some credibility as an authority on the subject. Correspondence with the author of the study is also provided with the address and email being: Department of ILT, COEHD, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249. E-mail: [email protected]. This information helps to give the study greater grounds for acceptance. The study itself is organized well with a purpose statement provided at the end of the introduction. The purpose statement is described in qualitative terms and includes a statement regarding recommendations that will be made at the end of the study based on the information described. The study is then divided into sections—one for organization, one for scheduling, and one for work tasks for individual students. A conclusion is also provided at the end in which the author provides a brief recap of the main points made in each of the sections.
Application. The study’s recommendations could easily be applied in a classroom where teachers have ASD students. The recommendations are clearly identified and supported by evidence—i.e., other studies—and detailed instructions regarding how the modifications in the classroom are provided for each section—organization of the classroom, organization of a visual schedule, and organization of the individualized tasks. The main thing to remember for teachers is that ASD students tend to be visual learners, so maintaining a bright classroom is key. Also, using colors to attract attention to where it is wanted is a crucial recommendation and examples are given of what teachers might do in these cases. For instance, schedules could be visually organized with subjects arranged by color on the calendar. This would help to attract the attention of ASD students and improve their ability to know what subject is going to be taught and when it will be taught, primarily because the colors attract their attention and once their attention is held they can see the information that is meant to be theirs for the taking. The study’s applicability is quite high for any teacher engaged in educating special needs students, especially ASD students—but the information could also be applicable for any classroom in which students are visual learners: the key takeaways are—keep the room tidy and clean, eliminate distractions, and use colors to attract attention.