Educational Strategy 5

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Iowa State University *

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401

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Psychology

Date

Feb 20, 2024

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docx

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Uploaded by malihs

Madison Lihs November 9, 2023 Educational Strategy 5: Students with ASD Neurodivergent students, particularly students with autism spectrum disorder (ASD), require sensory regulation to keep from being overstimulated, being uncomfortable, and from having outbursts not just in school, but in everyday life. There are sensory-friendly programs and places in a lot of places that can be overstimulating like theme parks, water parks, museums, and other places. But what about in a classroom or school setting? Research has shown that the concept of sensory design matrix came about and merged sensory factors associated with autism to architectural standards and designs of places that are popular for people across the board. The main areas that this matrix is supposed to help with are acoustics, special sequencing, escape, compartmentalization, transition spaces, sensory zoning, and safety. These types of spaces are beneficial for people with ASD who need breaks from stimulating situations. The areas listed above can be managed by different things such as managing noise, promoting concentration or focus, providing escape, transition spaces, and sensory zones to aid in different levels of activity. In school it is difficult to regulate what and who comes into your classroom, but working with the special education teacher is the fastest way to know and understand any ASD or neurodivergent students that may come into my classroom. Knowing what their threshold is for certain stimulants is important as well so I can control the layout of my classroom, control the sound and noise levels as best as I can (typically should be better in a high school setting), and any other things that can cause high stress and high stimulation for students. Something as simple as controlling the excess noise in my classroom can make a difference in a student’s education. Hopefully, my school will have a safe space for a neurodivergent or ASD student to

go, and being flexible and understanding each student’s needs will be vital to a successful and collaborative classroom that includes all.

References Fletcher, T., Chen, A., Norris, A., Pizarro, E., Tran, J., Tripp, M. (2023) Guidelines for sensory havens in autism and sensory-friendly events. Teaching Exceptional Children, 20(10), 1- 9. https://doi.org/10.1177/004005992311717

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