The likelihood of teaching a student with autism spectrum disorder (ASD) has steadily increased over the past two decades. However, the practical information about working with students with ASD has not increased at a similar rate. Teachers may therefore be unaware of simple modifications they can make to their classrooms to meet the needs of students with ASD. This article is based on a review of empirical studies about environmental factors that influence the way individuals with ASD attend to and process information. Findings from these studies indicate that individuals with ASD rely on vision to gather information more than any other sense. Based on these findings, the authors outline simple physical adjustments teachers can make to the visual displays, physical layout, and lighting in the classroom.

在过去的二十年里，教自闭症谱系障碍 (ASD) 学生的可能性稳步增加。然而，与 ASD 学生一起工作的实用信息并没有以类似的速度增加。因此，教师可能不知道他们可以对教室进行简单的改造，以满足 ASD 学生的需求。本文基于对影响 ASD 个体关注和处理信息方式的环境因素的实证研究的回顾。这些研究的结果表明，患有 ASD 的人比任何其他感官更依赖视觉来收集信息。基于这些发现，作者概述了教师可以对教室中的视觉显示、物理布局和照明进行的简单物理调整。