My Ideal Classroom

Running head: MY IDEAL CLASSROOM 1
My Ideal Classroom
Alma Vaca Ramirez
Brandman University
July 21, 2020

MY IDEAL CLASSROOM 2
Ms. Vaca’s Special Day Classroom

My Ideal Classroom Rationale
My ideal classroom is designed with all ASD characteristics in mind. Primarily it is
designed to accommodate to children’s sensory and learning development needs. My classroom
is a sensory friendly learning environment that counts with a sensory/break area. This area is
specifically designed for students to use to allow them to deescalate from the sensory stimulation
of the classroom setting. According to the Lincoln Public Schools Autism Team (2015),
“sensory strategy is a tool that can be used throughout a school day to help students achieve and
maintain an attentive and calm state for learning”. The sensory/break area is located in a corner
of the classroom, it has flexible and adaptable furniture like bean bags, kids hammock, bouncy
ball, and sensory rug. The furniture in the sensory area will help students to strengthen their
proprioceptive and vestibular systems by allowing students to be aware of how their bodies
move, and how they control their movements (Ray, 2017). This section will also have punching
bag and a sensory mat. These two will be used to aid students when safely releasing their energy.
Additionally, the sensory area will be monitored at all times and only three students will be
allowed at once. Students will rotate and take turns using the sensory materials.
My classroom will embrace the idea of offering flexible seating options for students.
According to Nicole Emmy-Tully, a fifth grade teacher at William H. Barton Intermediate
School in the Queensbury Union Free School District, “sitting in the same spot, rows, is not how
our kids learn anymore”. Studies have proven that much more engaged students were in the
classroom with alternative seating options. In addition, classrooms with fewer or no alternative
seating options are more easily distracted and have more behavioral issues resulting in less
engagement (parenttoday.org). Therefore, my classroom will count with several sitting options
all around the different learning centers. The large table which will be used for whole class
instruction and large group learning activities will have regular chairs for students to sit. Centers
1 and 2 will have rolling chairs to offer movement opportunities and help students stimulate their
sense of touch. Table 3 will have a more alternative seating option, ball chairs. Studies affirm
that ball chairs strengthen core muscles and improve posture while sitting. In 2003, a study was
published in the American Journal of Occupational Therapy concluding that in students with
ADHD, sitting on therapy balls improved behavior and legible word productivity. In other
words, students using ball chairs were able to sit still, focus, and write more words clearly.
Offering a variety of seating options is considered a sensory input that is helpful for students
with ADHD, ADD, and ASD.
Another important design characteristic in my classroom is the visual supports and
schedules. Visual supports refer to visual items such as photographs, picture symbols, written
words, tape lines, and other physical objects. These visuals help students understand behavioral
expectations and perform improved independent skills like following directions or transitioning.
My classroom will have rules/norms displayed next to the white board/LCD projector. These will
be written in words and will include pictures to help students understand the expectations. The
IRIS Center affirms that visual supports can be effectively used for a number of outcomes
including social communication, behavior, school readiness, play, and cognitive. Additionally,
visuals such as pictures, photographs, and PECS help students with poor receptive language
skills understand what is expected, instructions, length of activities, and much more. My
classroom will have visuals displayed in all learning stations including the computer station,
reading area, independent work station, sensory area, and specially in the sanitation station.
Labeled tape will also be used on the white board to divide it into sections and help students find
the information they need such as date, announcements, and assignments due dates.
References:
Ray, B. (2017). Sensory a room 101. Edutopia. Retrieved on July 20,2020 from
https://www.edutopia.org/article/sensory-room-101-betty-ray
Sensory breaks & Sensory Strategies. (2015). Lincoln Public Schools Autism Team. Retrieved
on July 21, 2020 from
https://home.lps.org/mtssb/files/2016/08/SensoryBreaksandSensoryStrategies-1.pdf?
file=2016/08/SensoryBreaksandSensoryStrategies-1.pdf

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Running head: MY IDEAL CLASSROOM 1

Alma Vaca Ramirez

July 21, 2020

Ms. Vaca’s Special Day Classroom

My Ideal Classroom Rationale

My ideal classroom is designed with all ASD characteristics in mind. Primarily it is

designed to accommodate to children’s sensory and learning development needs. My classroom

According to Nicole Emmy-Tully, a fifth grade teacher at William H. Barton Intermediate

with ADHD, ADD, and ASD.

Another important design characteristic in my classroom is the visual supports and

on July 21, 2020 from

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