By Jenine Precious Catudio

Abstract

A number of students on the autism spectrum have difficulty interacting with the environment due to sensory processing issues. This often results in negative behaviors that disrupt their learning in the classroom. For students with ASD to have an optimum learning experience, their sensory processing issues must be addressed. This article reviews and analyzes existing design principles for students with ASD. The concepts reviewed were; a.) hyper-hyposensitive sensory processing issues, and b.) key concepts of the existing sensory design principles. Findings from this study revealed similarities in different design concepts. It also revealed that some interventions used by special education teachers, such as visual support are being integrated in most classroom design concepts. The classroom design principles show support in the execution of evidence-based practices currently used for students with ASD. The result of this analysis will benefit both special education and general education teachers in designing their classrooms.

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