Abstract
One of the hallmark characteristics of people with autism spectrum disorders (ASD) is their unusual response to sensory stimuli, such as loud noises, light reflections and textures. Therefore, a learning environment overloaded with visual stimuli, external noises or visual and sound reflections can have an impact on calmness, and affect the behavior, learning and safety of these students. The aim of this article is to introduce different spatial arrangements and interventions, which can be applied by every teacher, in order to build a classroom environment that fits the needs of students with ASD, both in mainstream and special schools. Based on bibliographic references on the characteristics of people with ASD, government guidelines for public building and school construction, and practices by special education teachers as found online, the article suggests specific arrangements and modifications to ensure a more functional classroom for students with ASD.
