- [Instructor] Inclusive classroom layouts that include all primary students, brought to you by the New South Wales Department of Education. An inclusive classroom layout is one that supports and caters for learners of all abilities, celebrates diversity, and supports the full participation and engagement of students. Inclusive classroom layouts can benefit all students. One of the ways teachers can create an inclusive environment is through careful consideration of the classroom layout. This presentation provides an overview of some ways in which schools can modify and tailor classroom environments so all students feel valued, focused, and engaged while in the classroom. Some of these adjustments can be made with minimal resources or budget, while others may be considered when planning renovations to existing spaces or planning for building of new spaces. Developing inclusive classroom layouts involves flexibility and intentional planning to meet the needs of all students. When planning for and creating an inclusive classroom layout, some key considerations to keep in mind may include accessibility needs of students, how to best support and maintain the attention and engagement of students, and specific sensory needs of students. To develop an inclusive classroom layout, it is critical to partner with students, their families, and allied health professionals. With collective shared information, teachers can design classrooms that are tailored to individual student abilities and preferences. One of the first considerations when developing an inclusive classroom is ensuring the safety and accessibility needs of all students are met. Ensuring safety and accessibility needs for all students can include removing clutter and ensuring spaces are wide enough for all students to navigate. Ensure tables or desks are accessible for students with physical disabilities. Some students may require provision of seating supports in line with advice from an allied health specialist. Make sure day-to-day materials are within reach of students. These includes keeping class books at a height that all students can easily reach. Developing a class culture of picking things up off the floor and always returning items to their place can also help maintain a safe and accessible classroom for all. Some students may respond in different ways to sensory stimulation. For example, some students might find having bright colors or too much work displayed on the wall distracting or distressing, while others may love being surrounded by color and sensory input. To cater for diverse needs, a good middle ground can be to have a lower sensory load within the main part of the classroom, and add specific sensory stimulating zones that students can move to when needed. Some of the ways you can reduce sensory overload may include avoiding wearing perfumes, letting in natural light, improving ventilation to reduce odors, considering the temperature of the room and allowing water bottles, utilizing window coverings or the use of natural light and blinds, and using room and wall decorations that have neutral or natural color palettes such as light wood grains. Limiting text, imagery, patterns, and content displayed on the walls can help support students who become overwhelmed with sensory stimulation as well as students who are easily distracted. Some students may benefit from using labeled containers or areas so that they can independently return items to their place. You can also look for ways to reduce noise, such as providing rugs or carpeting, or allowing old students to use noise-canceling headphones in class when needed. Provide a quiet space that students can access when feeling overwhelmed. Opportunities to take brief movement breaks such as going to get a drink and fresh air or walking around the classroom or a hallway can be helpful for students who are feeling overwhelmed. Having movement breaks and access to a safe space when needed can encourage all students to recognize and manage their emotions. It can also foster a culture among both staff and students that recognizes that all students need adjustments and support at times. When developing sensory stimulating zones, understanding the sensory needs of students is key. Check in with students, families, and allied health professionals to understand the sensory materials they find comforting, engaging, or distressing, and consider allowing students to bring sensory materials to class if necessary and appropriate. Allow students to work where they are comfortable. This may be unconventional such as on the floor, but it may help them focus and should be allowed if it doesn't disrupt the learning of other students. When planning the seating layout in a classroom, consider how you can support pair or small group work so that students can build connections with their peers. Paired and small group work may be particularly important for students who feel anxious about speaking in front of the class and are more comfortable speaking with one or two peers. Many schools use interactive whiteboards. These are a great tool to use in engaging students in interactive learning opportunities. Keep in mind the brightness of the whiteboard screen for students with sensory sensitivities, and find out how you can best change the settings so they are suitable for a student with low vision. It can also be helpful to sit students who may be easily distracted so they have facing away stimulating areas. You may find students may focus more easily when positioned toward the front of the room where you can easily make eye contact with them. Students who have low vision or are deaf or hard of hearing may also need to be seated near the front of the room where they can see your face or the materials you're using. Visual schedules displayed where all students can see them can help all students anticipate what's coming up next. This can reduce anxiety or distress during transitions. Additionally, visual schedules may be provided to all students to keep with them. Providing clear instructions on the board or individual step-by-step task cards can help students anticipate what's expected of them. This may reduce anxiety or act as a prompt for students who missed an instruction. Finally, look for ways in which organizational skills can be fostered within the classroom. This is particularly important in the later primary years as the transition to high school nears. Organized classroom spaces, including uncluttered desks or tables can help students keep track of their belongings and stay focused. Having set spaces for specific materials can encourage students to access these independently. Help students to develop systems to keep their workspace organized, such as using color coding or labels to group key learning area materials together, and clear processes for managing and storing homework or class projects. Inclusive learning environments go beyond classroom layouts that meet accessibility and safety needs of students. Inclusive learning environments are those in which students can connect with their peers, feel a strong sense of belonging, and are supported to deeply engage in learning experiences. One final yet important consideration to creating an inclusive classroom layout is to actively look for opportunities to reflect and include diversity. Selecting books, videos, posters, and images for the classroom and lessons that reflect diversity can help students feel valued, respected, and included. Thank you for learning about inclusive classroom layouts today. Please keep exploring the Inclusive Practice hub for more guides and resources to enrich your inclusive practices.