Classroom Arrangement 1

Classroom Arrangement Assignment

Brittany Piscopo

Franciscan University of Steubenville

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Classroom List, scenario D

Brittany Piscopo

Entrance:

 Storage by door for student’s backpacks and things

 Open space to avoid crowding

Carpet area

 For students who need physical activity

 For open scheduling and calendar

Computer area

 Open space for wheelchair ease

 Open use for students who prefer typing as opposed to writing

Group area

 Serves as home base for classroom

 Allows for group work and opportunity to learn to work with others

Individual Work Area

 For students having a hard time in the group setting

 For testing

 Desks sectioned off to prevent distraction

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 Chairs available for removal for the student with a wheelchair

Teacher’s corner

 Corner of room where teacher can see everything

 Most storage by the teacher's desk, preferably designed to hide its contents

Recreation area

 For use as recreation and a rest spot for the students who need it

 Covered shelves for sensory items and toys

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For this assignment, I was given scenario D: Two students with autism who become

overstimulated with crowded spaces, lots of stimuli in the room, and loud noises. They take

breaks throughout the day in which they use to keep calm and one student in a wheelchair. One

paraeducator works in this room. Given the prompt, I devised the elementary special education

classroom depicted on the next page of this document using the classroom architect tool on

4teachers.org. The dimensions of the classroom are 25ft by 15ft, and I largely used the icons

provided.

Within the classroom there are 7 distinct spaces: the entrance, the open rug area, the rest

area, the teacher’s corner, the group work area, the individual work area, and the computer work

area. Between each area is ample space for movement to both avoid crowding and allow for ease

of movement for the student using a wheelchair. The entrance has storage near the door for the

students to store backpacks and anything else. The open rug area has a whiteboard on the wall

for schedules and calendar time, and a chair for the teacher or paraeducator (or student). The rest

and recreation area is in the corner, sectioned off for students who need a break. There is a bean

bag chair for comfort, and the covered shelving holds sensory objects, toys, and headphones for

student use. The teachers corner holds the bulk of the storage, preferably covered to avoid

distraction. The group work area is considered home base, with enough space for students and

practice in working with and around others. The individual work area is specifically designed to

avoid distraction, with movable chairs for the student using a wheelchair. The computer section

is for all computer work, along with any student in need of technical help.
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Bibliography:

Classroom Architect. (n.d.). Retrieved from http://classroom.4teachers.org/

Rohrer, M., & Samson, N. (2015). 10 Critical components for success in the special education

classroom. Moorabbin, Vic: Hawker Brownlow Education.