Physical+Structure+of+the+Classroom

The physical structure of a classroom is extremely important, in all year levels and especially in inclusive classrooms. For a classroom to be inclusive, it must firstly be set up to enhance and promote inclusion. According to Foreman, “The environment of the classroom will have a physical effect on how ‘handicapping’ a child’s disability is’ (Foreman, 2008, p. 27). In other words, the best classroom environment will accommodate for and provide the best learning conditions for all individuals of all needs, and teachers, as well as schools, must be able to modify the classroom in order to do so. As a school principle, it would be important to ensure that teachers have knowledge and support in understanding and knowing how to accommodate for all the students of all abilities and ages in their class, and helping to devise a plan of action in order to make all the physical structure of all classrooms inclusive. Below are a few suggestions as to how a teacher may do so: P. Foreman. (2008). //Inclusion in action. (2nd ed.).// Cengage Learning, Australia.
 * Physical Structure of the Classroom **
 * Desks and other large physical objects should be arranged in order for individuals who may use a wheelchair have access to all/ equal areas as other individuals.
 * Students with hearing and visual impairments should be seated close to the front/ main section of the classroom where they will be in visual range to see the board and/ or be in audible range to hear and lip read the teacher.
 * The classroom should be safe, neat, clean and, most importantly, organised. This will allow for students to feel safe and in a positive and inclusive learning environment.
 * Any physical objects which may be added to the room should be appropriate for the use of __all__ individuals.
 * Reference**