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Adapting The Classroom Environment to Improve Inclusion

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Contents hide
1 The importance of adapting inclusive school learning environments
1.1 20 Adaptations to Make the Classroom & School Environment More Inclusive
1.2 Contributors.

The importance of adapting inclusive school learning environments

Every student, whether in special schools, an alternative provision or general education classrooms has a dream inclusive classroom. This utopian learning environment will be different for every learner. Some learners may need wide-ranging environmental adaptations requiring specialist input. There are some common environmental adaptations we can all make to our teaching spaces. These simple changes would make our learning spaces more accessible and welcoming to the children we educate. Part two of this blog is here and looks at adapting the pedagogical approach you take with your learners.

20 Adaptations to Make the Classroom & School Environment More Inclusive

These ideas have all been contributed by experienced parents, carers, education professionals and classroom practitioners.

  1. Make sure there is room around furniture for those who need space.
  2. Little foam pads on sharp corners for those who are a little less steady on their feet.
  3. A nice grippy floor surface for those who like to expend energy.
  4. Limit wall displays, and limit the visual overload. (Lisa C)
  5. Creating links with nature, and naturalness in terms of light, temperature and air quality promotes progress (Dan Whittaker)
  6. Ensure each learner has the space THEY need to feel comfortable (this may vary throughout the day/week.
  7. Use learning bays for individual work to reduce stimuli. (Kathryn Blackburn)
  8. Use flexible lighting, lamps, LEDs, warm or bright white – see what works best.
  9. Reduce strong odours, perfumes, and air fresheners. (Marie Brilly)
  10. Limit sensory overload from external smells, like dinner halls, (it was muck spreading on the nearby fields at my last school) and traffic smells. Sealing foam around the door and a fan pointing out of the window can help. (Lynn McCann)
  11. Have some calming smells available in pots or scented candles. (Lynn McCann)
  12. Ensure there is good ventilation and fresh air. (Marie Brilly & Alex Bellars)
  13. A retreat area that is quiet, without visual stimulation and has soft cushions, able to be fully dark if needed (Marie Brilly & Spectrum Mum)
  14. Ensure the light is not in anyone’s eyes.
  15. Soft surfaces/soft furnishing to absorb the noise, classrooms echo so much! (Gill W)
  16. Think calm clear spaces for working, display books rather than walls. (Elly Chapple)
  17. Tables with tops that can help avoid clattering (felt in the bottom of pen pots). (Elly Chapple)
  18. Have an area with a variety of textures to explore (Emma W)
  19. Natural lighting, plants, places to document learning progress (question or inquiry wall), flexible seating, minimal colours, loose parts, work zones, good storage, creative materials, varied work surfaces. (Katie White)
  20. Ensure all resources are accessible to all – picture labels easy to open drawers etc.

Contributors.

Thank you to all those who contributed to this post on adapting the classroom learning environment. They represent educators from across the education spectrum, from specialists, speech and language therapists, teachers and parents of children with special educational needs. If you are on twitter follow them all. You can also read their blogs/books on a range of education topics, autism, teaching, SEN, parenting and life.

Dan Whittaker is a doctoral researcher his research based  infographic on classroom design was invaluable to this post. (Find the full version of it here)

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