Designing inclusive learning environments to accommodate children with autism spectrum disorders (ASD)

Abstract

As the number of children diagnosed with autism spectrum disorders increases, so does the need for environments sensitive to their behavioral triggers. Contemporary classrooms are often expected to be inclusive, but may be a source for many of these triggers. This study is designed to explore visual and auditory triggers in current classrooms across West Texas. Determining the triggers that are present, as well as common characteristics of second grade classrooms was used to develop a conceptual design. The conceptual design addressed the needs of children with ASD, while improving the classroom environment for all students. The goal of this study was to develop a set of guidelines that could be used by teachers in inclusive learning environments.