When considering the unique needs of ASD students and the specifics of the classroom environment that they require, one must bear in mind that the target audience is easily distracted or upset by unexpected changes in the classroom setting. Therefore, using easily recognizable elements that are incorporated in the classroom setting on a regular basis and do not need consistent change should be viewed as the foundation for the appropriate strategy. The concept known as the structured environment should be viewed as the primary means of approaching the problem and addressing the needs of children with autism in the school setting. The identified framework implies that learners with ASD and the related issues should remain in the setting that is clearly zoned. Furthermore, it is imperative that every zone should have a specific function and purpose (e.g., the one in which the communication process occurs, the one for individual tasks, the recreational one, etc.). As a result, the students will feel comfortable and, therefore, able to immerse themselves in the educational process.
Legibility and ease of understanding should be viewed as two indispensable elements of a classroom in which autistic children and students with ASD study. Particularly, it is imperative to make sure that every single item in the classroom has a specific purpose or a set thereof. Furthermore, it is desirable that the items in question should have no more than three purposes so that the students could not get confused or distracted. Thus, the process of educating the learners and helping them train the necessary skills is bound to become successful.
As far as the specific elements are concerned, the significance of a whiteboard is not to be underrated. Though a whiteboard is one of the most common items in a classroom, its location is often looked over. As a result, some students may fail to focus on the information provided by the teacher on the whiteboard. Therefore, it is crucial to make sure that the whiteboard should be easily seen and accessed.
The table for group discussion is another important element of the classroom environment that must be included in the room where autistic students or learners with ASD study. While the target audience should be provided with an opportunity to have their personal space in the classroom setting and, thus, be provided with personal space, the table for group discussions must also be present. Using it for group discussion and other activities that involve several students or the entire class, a teacher will be able to help ASD learners develop the communication skills that will help them cooperate with other children and, therefore, become proactive team members.