Physical structure refers to the organization of the physical learning environment, including the type and use of furniture. It is important as the physical environment can present barriers for students with sensory, behavioral, or communication difficulties. Effective physical structure ensures safety, security, and provides clear boundaries and expectations while allowing flexibility. The level of structure should be adjusted based on student needs and data to provide the appropriate level of support.
3. Physical Structure Take Note! What is it? Physical Structure refers to the organization of the physical learning environment. It takes into consideration the amount/type and use of furniture within the physical space. Why is it important? The physical environment presents many barriers for students experiencing sensory, Behavioral and communication difficulties. Effective Physical Structure ensures staff & student safety & security.
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6. Characteristics of effective physical structure in the classroom What do teachers think about the importance of physical structure? Structuring the classroom for diverse learners Structuring the play center
24. Physical Structuresummary Refers to the way in which we set-up and organize the physical environment Teaches boundaries (where an area begins and ends) Minimizes distractions (visual and auditory) Increases student independence Conveys expectations
Notas del editor
Sketch your classroom
Introduce HO Individual Student Matrix of Need and Support
Remember: the amount of physical structure needed is dependent on the level of self-control demonstrated by the child, not his cognitive functioning level. As students learn to function more independently, the physical structure can be gradually lessened.Teaches boundariesWhere an area begins and endsThis is done through the arrangement of furniture and boundary markers such as carpets, tape, etc…Children with ASD do not automatically segment their environments like typically developing peers. Large, wide-open areas can be extremely difficult for children with AS to understand.Boundaries will decrease a child’s tendency to roam/wander from area to areaMinimizes distractionsLimit amount of “visual clutter” (wall decorations, things hanging from ceiling that blow when the air is on, etc…)Using curtains or sheets to cover shelves or highly distracting/high-interest items (books/toys on shelf, computers, TV, etc…)Study carrels for independent workWhere to sit a child with AS (near the door to see everyone entering/exiting?, near the bathroom or other high traffic areas?, near the air conditioner?, near window for natural light?, near the window to see the playground outside?, near the class “clown”?. Etc….)PA/Auditory microphone systems in your classrooms – consider turning them off (feedback through frequency)Using headphones for computer or stories on tape (not to disturb others or have others disturb him if it is not his turn)Conveys expectationsIf the curtain is up, do not touchClear isles means walk there instead of in between student desksTable/seat slightly away from others or study carrel means work quietly and alone at that timeSeat facing the teacher means I am to focus on my teacher now (small group or whole group situations)Tape on the table means stay on my part of the table/ do not cross overIncreases independenceReduces interruptions from the student asking you where he is supposed to be or what he is supposed to doReduces amount of redirection you need to give the student
