By Christina Counts and Cecilia Cruse
Educators know their students have very diverse needs, and most are
well versed in designing learning experiences that are universally inclusive.
But while schools have become fairly adept at differentiating instruction to
meet all students’ needs, the critical role that learning space design plays is
often overlooked.
Why is this important? Data suggest that a significant number of students
have special learning needs that must be addressed for them to thrive in the
classroom. During the 2017-18 school year, 14 percent of students— or 7
million—had special needs, federal data show,
and one in nine children under the age of 18 received special education
services. The latest data
from the Centers for Disease Control show that one in 59 children has been
identified with autism spectrum disorder—a number that continues to rise.
Many students on the autism spectrum have sensory processing issues and
are overly sensitive to touch, lights, and sounds. Sensory processing
challenges may coexist in students with other special needs such as those with
ADHD who tend towards sensory seeking behaviors. These conditions make it all
the more challenging for students to find their place in the physical classroom.
More than half of students with disabilities spend the majority of
their days in general education classrooms. With the increase in students who
have special needs comes the imperative for schools to meet these unique needs — not just academically but also physically,
through smart learning space design.
How a classroom is designed can have a big effect on how well all
students — but especially those with special needs—are able to focus and learn
in that environment. Here are five elements of learning space design that
teachers and administrators should pay attention to as they seek to meet the
needs of all learners.
Choice
Choice is important in the classroom, because it gives students
ownership of their learning. Though it seems mundane, something as simple as choice
in seating style accommodates different learning preferences for all students — not just those with
special needs — and makes classrooms more inclusive.
Classrooms and other learning spaces that include multiple seating
options, such as standing desks, clusters for small-group learning, soft
seating, and traditional desks and chairs, help students make choices to
support how they learn best.
Offering a variety of easily moveable seating choices also ensures that
students with different preferences can still work together: A student who
prefers a standing desk can work in a group with a student who learns best
sitting in a beanbag chair, for instance.
These flexible, collaborative learning spaces promote responsible
decision-making and build confidence in students. When students have the
freedom to make learning decisions for themselves, they feel less isolated.
Movement
All students need to move throughout the school day, and those with
sensory processing challenges or difficulty self-regulating are apt to move
more frequently. Physical spaces designed for all learners should accommodate the
need to move, and research
supports the idea that frequent movement and fidgeting might actually help
students with ADHD learn better.
“Fidget”
seating and “wobble”
stools allow for movement by letting students twist, rock, or move in other
ways without disrupting the physical flow of a classroom. Students who
habitually tip their chairs back may be seeking extra vestibular or movement
input for self-regulation to help maintain focus and attention. Seating that
rocks and allows for movement addresses this need, while also keeping students
safe and preventing falls.
Quiet, calming spaces
More and more school leaders recognize the importance of offering quiet
spaces or “chill zones” —separate areas of the classroom that are available to
students who need private moments. These spaces allow teachers to give students
a “time in” to calm down without excluding them from the classroom.
These quiet spaces, which can also be located in a separate room, offer
gentle lighting and sound-absorbing or sound-blocking qualities, along with
furniture that helps define spatial boundaries (such as chairs with higher
backs and sides) to help children feel secure in their physical space. Sensory
solutions that offer deep touch pressure input such as a weighted lap pad or
bean bag chair may help promote self- regulation for calming and organizing.
Visual or auditory input for calming is another common “chill zone”
feature. Nature sounds, including water-related noises such as ocean waves or a
babbling brook, work well in these spaces. Sensory supports such as bubble
tubes are great for quiet spaces because they give students something soothing
to watch, which may help promote a more calming, positive vibe.
Lighting
Because students with sensory challenges or other special needs are
often sensitive to lighting, fluorescent lights can inhibit their ability to
focus and present a huge challenge. Classroom lighting should come equipped
with a dimmer switch and the ability for teachers to darken the room, and
specially designed lights can help educators accommodate sensitivity to
fluorescent lighting. Green Furniture Concept’s Leaf Lamp series
is one such light, pulling double duty to offer ambient lighting along with
sound-absorbing qualities found in the materials and shape of the leaves.
In one school, a nonverbal student on the autism spectrum had trouble
reading his visual input communication device because fluorescent lighting in
the classroom cast a glare on the laminated page of images. Teachers thought
the student had cognitive issues that prevented him from using the device,
until one observed the student blinking very quickly as he tried to get a good
look. His special education team realized the classroom’s fluorescent lighting
made it difficult for him to see the laminated page.
This student began wearing a visor to counteract the glare from the
lights, and educators printed images on a blue sheet of paper instead of a
white sheet to help with visibility. He was actively using the communication
device within a few weeks after those changes occurred.
Acoustics
Most new schools or schools undergoing extensive renovations include
built-in auditory amplification, but acoustics can present a challenge in many
older buildings. Classroom amplification systems are helpful for students with
auditory processing disorders, such as those who have trouble filtering out
background noise from computers, the hallway, or even other students.
Large open spaces, such as those found in cafeterias or gymnasiums, are
noisier — but some manufacturers are designing aesthetically pleasing,
sound-absorbing panels, often in the shape of school mascots, to quell raucous
noise. Classrooms, sensory rooms, and media centers can offer “noise pods,”
such as this sensory pod from Nook, which
helps block noise and prevent a sensory overload. These pods give students with
sensory issues a quiet and calm space in which they can feel secure.
Thinking beyond curriculum
Educators receive extensive training in how to differentiate instruction
for students. But what’s often overlooked is training in how to differentiate the
physical space for students, including those with special needs. We must ensure
there are enough choices in educational spaces to help us meet the needs of
every learner. We can do this by extending those same thoughts about pedagogy
and curriculum to the physical spaces where students learn each day.
