It is important that each location in the classroom is clearly defined to help students stay in their designated area. To help with determining which locations are needed, determine ahead of time where you will have each of the following:
- whole group instruction
- small group instruction
- 1:1 instruction
- structured/independent work
- breaks and leisure time
- sensory breaks
- teacher/staff area
Whole Group
Many preschool and elementary classrooms use a carpet area for their whole group instruction such as story time, calendar, or whiteboard work. Adaptive seating such as cube chairs or scoop rockers can be an effective structural support for students who need increased boundaries while on the carpet.
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| Rhonda Brunk Trotwood ELC, Trotwood |
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| Sandy McIntosh Trotwood ELC, Trotwood |
Other whole group activities may require a writing surface so a whole group table can be a great support. We like how the shelves are used in the example below to clearly define the whole group table area.
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| Ashley Holtz and Molly Magoteaux Kleptz ELC, Northmont |
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| Rachel Engle Horace Mann Elementary, Springfield |
Larger groups of students may need multiple tables or desk pods.
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| Rhonda Brunk Trotwood ELC, Trotwood |
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| Kelli Medina Monticello Elementary, Huber Heights |
Small Group
Sometimes large group areas can double as small group areas as student disperse to other areas of the classroom. Using a visual schedule or mini-schedule to help students understand what is expected when they come to that location can be helpful.
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| Jamie Minnish Prass Elementary, Kettering |
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| Ashley Holtz and Molly Magoteaux Kleptz ELC, Northmont |
One-on-One
When setting up an area to work 1:1 with a student, it is smart to use physical boundaries such as shelving, curtains, or dividers to reduce any outside distractions. Also, incorporate storage so that materials are easily accessible to keep momentum while working.
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| Rebecca Lemons Miamisburg Middle School, Miamisburg |
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| Brittany Bush Spinning Hills Middle School, Mad River |
We love how these classrooms have one-on-one areas for specific subjects so that visuals and materials for each subject can be readily accessible in that area.
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| Rylie Jarrett Stevenson Elementary, Mad River |
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| Mark Tracy Wright Brothers Elementary, Huber Heights |
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| Mark Tracy Wright Brothers Elementary, Huber Heights |
Structured/Independent Work
Like one-on-one areas, independent work areas are most effective when visual distractions are at a minimum.
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| Pandy Pugh Indian Riffle Elementary, Kettering |
In the example below, the student needs a variety of tools and visual supports throughout the day so an extra desk is reserved next to him to keep extra materials.
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| Shanon Vance Valley Forge Elementary, Huber Heights |
Use "portable offices" to convert a pod of desks into individual work spaces.
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| Sandy Beck Broadway Elementary, Tipp City |
Or use a study carrel to provide a student with a Home Base area where they can go when they need to focus more on work and block out distractions.
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| Traci Parker Forest Elementary, Troy |
Some learners need a more structured set up when it is time for independent tasks. A structured work systems can be a versatile way to structure this work time.
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| Rhonda Brunk Trotwood ELC, Trotwood |
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| Emily Ottmar Stevenson Elementary, Mad River |
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| Carrie Prickett Jane Chance Elementary, Miamisburg |
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| Rylie Jarrett Stevenson Elementary, Mad River |
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| Christine Scarborough Tecumseh Elementary, Xenia |
Breaks and Leisure Time
Probably one of the most helpful areas to clearly define is the area where students will take breaks and have free time. Use furniture and shelving to help contain the area.
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| Rhonda Brunk Trotwood ELC, Trotwood |
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| Kim Hampton Broadway Elementary, Tipp City |
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| Mark Tracy Wright Brothers Elementary, Huber Heights |
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| Toni Mallot Jane Chance Elementary, Miamisburg |
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| Taylor Ruef Stevenson Elementary, Mad River |
Provide visual supports to help this area stay organized.
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| Taylor Ruef Stevenson Elementary, Mad River |
Break and leisure time may also include reading or technology.
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| Kelli Medina Monticello Elementary, Huber Heights |
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| Ruby Copley JFK Elementary, Kettering |
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| Rylie Jarrett Stevenson Elementary, Mad River |
For some students, it may be helpful to "close" the break area when it is not an option to prevent escape behaviors.
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| Jamie Minnish Prass Elementary, Kettering |
Sensory Breaks
Up to 98% of individuals with ASD have sensory processing differences and up to 88% of individuals with disabilities also have sensory processing differences. Therefore, accounting for where students can take sensory breaks to prevent from become overstimulated is a very important component when serving students with special needs.
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| Shanon Vance Valley Forge Elementary, Huber Heights |
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| Katy Philpot Rosa Parks ELC, Dayton |
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| Mark Tracy Wright Brothers Elementary, Huber Heights |
Teacher/Staff
Many teachers and staff are reducing visual clutter in the classroom by reducing the size of their work space. This is a great way to open up the classroom to provide more space for learning activities. Consider sharing a space or creating a smaller teacher area. Use shelving and file cabinets to create boundaries and to store materials that previously were in a desk drawer.
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| Jackie Vollmer Driscoll Elementary, Centerville |
For more information on classroom layouts check out one of our favorite books:
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