Classroom by Design to promote a Safe, Predictable and Visually Empowering Environment (Middle School Learning Center).
According to the Centers for Disease Control and Prevention (CDC), "Current treatments for autism spectrum disorder (ASD) seek to reduce symptoms that interfere with daily functioning and quality of life" (2022, January 28). What's more, evidence based research on classroom structuring demonstrates that many people with autism spectrum disorders (ASDs) respond well to information presented visually. (Ganz, 2007). According to Ganz, "Many, although not all, individuals with autism spectrum disorders (ASDs) are referred to as visual learners." As a result, techniques that take advantage of this visual preference have attracted much interest recently in both ASD research and practitioner literature. (2007). These include the following criteria as described in the Applied Behavior Analysis Program Guide,
To increase organization
To make the environment more predictable
To visually communicate what is expected in the environment
To visually direct the student to an activity
To reduce distractions
To reduce anxiety (2021).
According to the CDC, one method of practice that has demonstrates success for students with sensory sensitivities is the (TEACCH) method. TEACCH is founded on the concept that students with ASD are predominantly visual learners and benefit from visuals, such as clear boundaries and visual schedules. In addition, TEACCH gives teachers tools to organize the classroom to support improved academics along with other skills. An example would be that daily activities are printed and include pictures to support student understanding. Learning stations, such as reading and math centers, can have boundaries put around them. (Treatment and Intervention Services for Autism Spectrum Disorder, 2022)