Spaces for Learning

For many people with autism, predictability and routines are

very important. When we design learning spaces that
account for challenges with executive functioning
challenges, our students are better able to work
independently and learn new skills.

Three key ideas regarding Classroom Spaces:

“work together” “independent” work organized and
spaces spaces structured

Check out this video for a

quick explanation of setting
up a very structured
classroom space (note, not
all students will require this
kind of structure.)
How to successfully set up a classroom for student with ASD?

classroom consider
visuals, limit
spaces clearly routines clearly common space for a Student
visuals, and transitions if
defined established and spaces outside "break" Learning
more visuals possible
implemented the classroom

Questions to Consider

Is there space provided for individual and group work? Are these spaces clearly labeled and
1 Work spaces
organized?

Where is the student’s position in the classroom? Consider the movements and transitions of the
2 Transitions student (these are often the most challenging.) Also consider the “specialist” classes and consider
assigning the student a space within these classes as well.

3 Quiet area Is there a quiet area for the student to go to when they are feeling overwhelmed?

Does the student have a suitable place within the “common areas” such as their locker or hook?
4 Common areas Consider having the student at the end of the row to avoid the noise and commotion which can be
overwhelming. Some students may need an alternate space.

Does the student have the opportunity to go to the bathroom and water fountain when the hallways
5 Bathroom/fountain
are quieter?

Are the routines clearly defined and presented visually? It is important to have predictability not only in
6 Routines
the main classroom, but also during specialist classes and unstructured times like recess and lunch.

Are the spaces clearly labeled? Are there clearly defined spaces for materials and are these labeled
7 Visuals
with visuals. Does the student have a personal schedule? Are functional routines reflected visually?