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Mrs. Nagato's Classroom Edit display name

  • Waiakea Elementary School
  • Hilo, HI
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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I would like to create a physical environment that helps meet the educational and behavioral needs of individuals with autism or developmental delays. Very young children or children who have trouble understanding language would also benefit from some of these strategies. However, it is helpful to have knowledge of some common strategies that have been shown to make a positive difference, specifically in the areas of focus and following directions or routines. A distraction free and structured/predictable environment is most conducive to learning and behavior for kids who can become easily distracted, overwhelmed by too much input, have visual perceptual difficulties (e.g., may have trouble visualizing where they are supposed to sit, where their area is in the room is), or kids who have trouble understanding what is expected when given verbal directions (such as those with difficulty processing language). Students with autism or developmental delays can become overwhelmed or overstimulated when presented with too much visual and tactile (things you can touch) information. so it is important to keep the environment as clutter free as you can. Try to have a specific place for things (e.g., toys in a bin, papers and pens in a drawer, etc.) Closed containers on shelves, can be helpful to not be distracted. Keeping materials in book shelves in closed labeled bins, in a certain area of the room (as mentioned above). Label the bins with words and pictures. Have a schedule, written and visual, to allow students to know when they will be using the different areas and what they will be doing throughout the day, and refer to the schedule as your students move through different activities. One way to visually define a student’s space is to use cushions or mats when sitting on the carpet.

About my class

I would like to create a physical environment that helps meet the educational and behavioral needs of individuals with autism or developmental delays. Very young children or children who have trouble understanding language would also benefit from some of these strategies. However, it is helpful to have knowledge of some common strategies that have been shown to make a positive difference, specifically in the areas of focus and following directions or routines. A distraction free and structured/predictable environment is most conducive to learning and behavior for kids who can become easily distracted, overwhelmed by too much input, have visual perceptual difficulties (e.g., may have trouble visualizing where they are supposed to sit, where their area is in the room is), or kids who have trouble understanding what is expected when given verbal directions (such as those with difficulty processing language). Students with autism or developmental delays can become overwhelmed or overstimulated when presented with too much visual and tactile (things you can touch) information. so it is important to keep the environment as clutter free as you can. Try to have a specific place for things (e.g., toys in a bin, papers and pens in a drawer, etc.) Closed containers on shelves, can be helpful to not be distracted. Keeping materials in book shelves in closed labeled bins, in a certain area of the room (as mentioned above). Label the bins with words and pictures. Have a schedule, written and visual, to allow students to know when they will be using the different areas and what they will be doing throughout the day, and refer to the schedule as your students move through different activities. One way to visually define a student’s space is to use cushions or mats when sitting on the carpet.

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About my class

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