Designing the Classroom Environment
Wolery (1994b) explains general guidelines for designing classroom space for young children--regardless of whether or not they have disabilities:
"Space should be arranged to allow easy movement from area to area, the materials and areas should be stimulating and inviting, noisy areas should be separated from quiet areas, the areas and the materials within them should be safe, and adults should be able to scan the classroom visually from almost any vantage point in the room." (p. 107)
Wolery (1994b) also notes some special considerations that are necessary when children with disabilities are integrated into the classroom:
"For example, if a child has a severe visual impairment, then the [classroom] space would have to maintain a predictable order, and the child would need to be oriented to that order. Changing the location of activity areas or the arrangement of materials within areas requires the teacher to orient the child with severe visual impairments to the change. If a child is in a wheelchair, then the areas must be arranged so that wheelchair access is possible. This may involve ensuring that sufficient space is provided for the child to get into different areas, as well as space within those areas for play to occur while the child is in the chair. Also, if a child requires large adaptive equipment, then the space has to be arranged so that the equipment will fit into the room. In most cases, specialists on the early intervention team can provide guidance on how to arrange the space for individual children." (p. 107)
