Emma Walton

Professor Gumpert
SPED 440
6 October 2021
Design a Classroom Narrative
When designing my classroom I wanted to keep one thing in mind: inclusion. I felt it was very
important to push myself to design a first-grade classroom that would positively impact each and
every one of my students’ learning needs. For example, I knew it was critical to place the
furniture around the room so that it was accessible to everyone but mostly to my student who is
in a wheelchair. This means that tables, desks, chairs, and anything else that takes up room were
spaced far enough away from each other that there is plenty of room for a wheelchair to move
around with ease. I also thought it was important to place bookshelves on the floor so that they
were accessible to all children. The idea of having flexible seating options available was
important, as well, for any student who needed to get some “wiggles” out while reading or
working on assignments. I also chose to place a teacher’s desk in the front and back of the
classroom so there can be two sets of eyes on the students at all times. I decided to place two
kidney shaped tables near each other so that my paraprofessional and I could both tackle small-
group lessons at each activity center. In addition, my reasoning for placing the computer stations
at two corners of the classroom would be because it decreases the chances of a student getting
distracted by another group or by what is going on outside of the windows. I also decided to have
two bulletin boards containing classroom rules, news of the week, learning objectives, and the
current week’s lessons next to the projector screen that would allow the students and I to refer to
them daily. Most importantly, I arranged my first-grade students’ desks in a way that I felt met
their individual needs. For example, I placed the 3 students with ADHD in the front so that they
may have a better chance of paying attention during class. I then did my best to sit the 5 students
with learning disabilities either in a somewhat close grouping or near a teacher’s desk. On the
other hand, I felt the 3 gifted students would be fine spread out and it could give them a chance
to help their peers during lessons if needed. As for my student in a wheelchair, I have provided a
desk that not only sits close to the front but is also wide enough for the student to roll right up to
the desk. I also placed my 4 English learners toward the front of the class so that they can be
closer to the teacher. Lastly, I tried to sit the students who are typically developing as well as the
students of low socioeconomic status in a sporadic manner. This leads me to pointing out how I
made sure to have a culturally responsive classroom because I want my students to know I value
where they come from. For example, I have a Wisdom Wall bulletin board hanging near the
reading center that displays multi-cultural quotes from different children’s authors. In addition, I
found it necessary to include books of different cultures within our classroom library so that all
students felt their family heritage were important. I also have posters of various artistic styles and
colors hung around the room that represent different cultures. Lastly, I have made sure to not
group all students of the same race, culture, and socioeconomic status together so there is a sense
of diversity and inclusivity even when they are sitting at their own desk.