What should educators consider when working with students with autism?

Page 6: The Learning Environment

Source: U.S. Department of Education. (2023). IDEA Part B child count and educational environments collection, 2022–23 [Data set].

When developing an IFSP or IEP, the multidisciplinary team must consider how to support the learner’s unique needs within an educational context. All educators need to understand how to create a productive learning environment because most autistic learners spend a considerable amount of time in general education classrooms. As illustrated in the graphic to the right, 76% of students spend 40% or more of their day in general education classrooms.

Especially for children and students with autism, educators must create a learning environment that fosters a sense of security and promotes engagement. They can do this by creating structure and predictability, adjusting the sensory environment, and providing visual supports. These proactive environmental considerations are beneficial not only for autistic students but for all learners.

Create Structure and Predictability

Structure is fundamental to helping autistic people thrive. Maintaining a structured classroom environment can help decrease students’ anxiety that, in turn, can make students more receptive to learning and better able to engage in instruction. To increase structure, educators can:

• Establish a predictable schedule: Ensure that the same activities occur at the same time across days or weeks.
• Maintain consistent routines: Make sure that classroom procedures follow a familiar pattern.
• Keep materials organized: Store items in designated, unchanging locations.
• Maintain a consistent physical layout: Minimize changes to the room arrangement.
• Structure time and transitions: Communicate when activities begin and end, the duration of tasks, and how to move between different activities.

When changes inevitably occur, educators can support autistic learners by providing advanced notice whenever possible. For example, a teacher might inform students at the start of the day about a scheduled assembly that will alter the usual routine or give them a few days’ notice about an upcoming change in seating arrangements.

Adjust the Sensory Environment

Recall that learners with autism often experience and respond to sensory input differently than their peers. Some might be hypersensitive (i.e., over-responsive) to aspects of the sensory environment; they might become overwhelmed or distracted by bright fluorescent lights, loud noises, crowded spaces, or certain textures. Others might be hyposensitive (i.e., under-responsive), which can cause them to seek additional sensory input through behaviors like fidgeting, rocking, or making noises. To make their classrooms more sensory friendly, educators can:

• Reduce or remove unnecessary decorations and clutter
• Offer ways for students to control their own sensory input (e.g., alternative seating options, noise-reducing headphones)
• Design multisensory learning experiences (e.g., incorporate touch, sound, or movement into lessons)
• Create a designated space where students can engage in sensory activities (e.g., listen to music, use a weighted blanket) or physical exercises (e.g., stretches, wall push-ups)

Provide Visual Supports

Educators can support autistic learners by using visual supports—any type of visual item (e.g., photos, picture symbols, written words) that helps a student access information, understand routines or expectations, or independently perform a skill or behavior. These supports should be age and developmentally appropriate and should support the student’s independent functioning to the greatest extent possible. Below, explore three categories of visual supports and examples of each.

Visual boundaries

These types of supports visually designate areas of the classroom where given activities occur (e.g., circle time, independent work). This helps students understand what happens in a certain location, what the expectations are for the area, and where they are expected to remain for the duration of an activity.

Review the slideshow below for examples of how visual boundaries can be created in the classroom.

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Furniture arrangement: By strategically arranging furniture—such as bookshelves, tables, cubbies, and room dividers—educators can define distinct areas within the classroom. This physical separation helps to delineate spaces with different purposes and can also reduce distractions.

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Rugs: In the primary grades, educators can use large rugs to designate where whole-group instruction will occur. They can use smaller rugs to indicate areas with other purposes, such as a reading nook, a quiet work area, or a space for small-group activities.

Slide 3 of 3

Taped off areas: Educators can use colored tape to signify visual boundaries on the floor, tables, or other surfaces. Taped off areas can signify zones where different activities occur (e.g., play area, technology area) or spaces that are off-limits to students (e.g., teacher’s desk, storage area). They are especially helpful for students to visualize personal space.

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Boundary areas might be represented by:

• Furniture arrangements
• Rugs
• Taping off an area on the floor

Visual cues

These types of supports serve as non-verbal reminders or prompts. Visual cues can be created using objects, photographs, illustrations, symbols, text, or any combination of media. Autistic learners often process visual input more easily and quickly than spoken language, making visual cues a beneficial way of communicating meaning, expectations, and instructions.

Review the slideshow below for examples of visual cues being used in the classroom.

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Labels: Labels—consisting of photos, illustrations, and text—can help learners navigate the classroom and locate specific materials or areas. Educators might add visual labels to containers (e.g., crayons, pencils, games), classroom areas (e.g., classroom library, calming corner), important locations (e.g., unfinished work, homework turn-in), or students’ individual belongings (e.g., cubby, locker, supply box).

Slide 2 of 5

Color coding: Color coding involves assigning specific colors to different categories of items in the classroom. For instance, educators might color code by subject, small group, or individual student. The assigned color for each category can be used for binders, folders, notebooks, turn-in bins, and related areas of the classroom. This system enhances organization and makes it easier for learners to manage materials and transitions.

Slide 3 of 5

On-the-spot reminders: Educators can use visual cues to give students quick, private reminders without talking or stopping the class. For example, a teacher might communicate information by jotting down a message on a sticky note, drawing a simple picture on a small whiteboard, or pointing to a picture card on a lanyard.

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Visual timers: Visual timers show the passage of time using a diminishing visual cue, like sand falling through an hourglass or a colored disk getting smaller and smaller. Because they provide a concrete representation of time, they can help learners with autism better understand how long an activity will last and how much time remains.

Slide 5 of 5

Visual directions: Visual directions are a sequence of pictures or symbols that break down multistep tasks, such as washing hands or unpacking a backpack. These step-by-step guides can be placed in the location where the task occurs (e.g., by the sink, in the locker) to help students understand and complete routines independently.

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Visual cues can include:

• Labels on items or locations
• Color-coded materials (e.g., by subject area, by individual student)
• Visual depictions of behavioral expectations (e.g., rules posters, volume indicators, sticky note reminders)
• Visual directions for routines or tasks (e.g., steps for washing hands or morning entry routine)
• Visual timers

Visual schedules

These types of supports communicate a sequence of activities or tasks in a visual format. Visual schedules can use objects, photographs, illustrations, symbols, text, or any combination of media and can span different time frames, from a few activities to an entire day. They help learners with autism understand and anticipate upcoming events, which in turn alleviates anxiety, facilitates smooth transitions, and fosters independence. Visual schedules should be individualized for each learner.

Review the slideshow below for examples of visual schedules for the school and classroom environment.

Slide 1 of 4

First-then boards: First-then boards are the simplest form of visual schedule and present what a student needs to do now (first) and what they will do next (then). First-then boards are often used with younger students and those who find a longer schedule overwhelming. They can be especially helpful for students who need to see that a preferred activity or reward will follow a less desired or challenging task.

Slide 2 of 4

Movable picture schedules: At the beginning of the day or at another desired time, images of activities are placed in progressive order from top to bottom or left to right. After completing an activity, the student physically removes the image, places it in a designated location, and moves on to the next scheduled task. Often, educators use Velcro strips or magnets to create these schedules.

Slide 3 of 4

Written schedules: Written schedules are useful for readers who can independently process written text. As each activity occurs, students check or cross off the item on the schedule. Depending on the student’s needs, the schedule might also include specific times or locations for each activity or pictures or symbols to supplement the written text. Written schedules can be portable and relatively discreet, making them a great option for older students.

Slide 4 of 4

Digital schedules: Various apps are available to assist with creating visual schedules on a tablet, phone, or other device. Because of their digital nature, these schedules are especially easy to update and modify as needed. If students have access to technology throughout the school day, these tools can be highly practical ways to communicate a sequence of activities or a series of steps in a task.

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• First-then boards
• Velcro strips with pictures of activities that can be removed as they are finished
• Written lists of activities with checkboxes to mark off
• Digital schedules on a tablet or other device

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first-then board

glossary

For additional information about content discussed on this page, review the following IRIS resources. Please note that these resources are not required readings to complete this module. Links to these resources can be found in the Additional Resources tab on the References, Additional Resources, and Credits page. Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan Developed specifically with primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours).