Brain Compatible Learning Environments for Students with Autism Spectrum Disorders

A BSTRACT P urpose The challenge of providing learner-centered environments is complicated by the increase in the prevalence of students with Autistic Spectrum Disorders (ASD). Federal law requires that students with ASD are to be educated in the general education classrooms to the fullest extent possible (U.S Department of Education). The majority of children with ASD have hypersensitivities with heightened senses (Shabha, 2006; Freed & Parsons, 1997; Grandin, 1995). Rapid shifting of attention between two stimuli is difficult, and abnormal sensory processing can cause individuals with autism to exhibit unusual behaviors. The purpose of this study was to explore the relationship between the design of the visual and acoustical learning environments on the behavior of students with ASD. M ethodology A mixed method approach to inquiry using sequential procedures was utilized for this study. By collecting diverse types of data, research questions are better addressed. The review of liter