Classroom Arrangement

List and Rationale for Spaces
• Teacher’s Desk Area: This is a small area for my materials and some storage. While not a large
space, it is still an important space that is required in the classroom.
• Preferential Seating: For the student who is visually impaired, I will allow them to select which
seat they would like to sit in. This will be a seat in the front of the room from wherever they
can see the best. For the student with dyslexia, I would place them in a desk that is near mine
so that they feel comfortable asking for help.
• Window Blinds: Theses are important to have especially for the visually impaired student so
that the lighting in the room can be controlled and adjusted as need be throughout the day.
• Library: The library in my classroom will have books from a wide variety of genres and
reading levels. It will also contain large print books for both my student who is vitally impaired
and my student with dyslexia.
• Cubbies: Every student in the classroom will have a cubby for any administrative things that
need to be sent home. It can also be used as a storage area for handouts and larger print
resources for my impaired students.
• Carpet Area: This is an area that will have the calendar and daily morning activities that are
done. My two students with disabilities will need preferential seating on the carpet as well.
• Quiet Area: This is a small corner that is quiet and has a sensory bin. This can be used by all
students in the class but it can also be used by the student with dyslexia as a quiet, no
distractions place to read.
• Group Seating: This is done to foster communication and group work in the classroom. When
students are seated in groups, they can share materials and ideas and learn from each other
versus seating them in rows and having them learn individually.
• Small Group Station: This is an area for me to be able to pull groups of students for
intervention or testing. There will also be shelves behind my seat so that I can store all the
materials that I will need for that table right there and not across the room.
• Daily Schedules Area: This will be posted by the door of the room. In large print so everyone
can read it, will be the daily schedule for the school and for the classroom. Since my student
that is visually impaired gets pulled for interventions, there will also be a daily schedule for
him/her in large print on their desk.
• Space for Vision Teacher: This area consists of a desk and a chair so that the vision teacher has
a small area in the room that she can use when she is pushed in to work with the visually
impaired student. Adapted materials for that student can be stored here as well.
• Computer Area: This is an area that can be used to integrate technology in the classroom. The
computers can also be used by the dyslexic student to have things read to him/her or to have
the technology assist them in guided reading.
• Duct Tape Boundaries: Although not any specific area of the classroom, this is a strategy that I
would use so that the student that is visually impaired can see the contrast against the floor so
boundaries can be highlighted. While still learning how to navigate the classroom, this can be
something that that student works with orientation and mobility on.
References
Willings, C. (2016, February 26). Classroom Design Tips. Retrieved from https://
www.teachingvisuallyimpaired.com/classroom-design-tips.html
Bailey, E. (2017, May 18). Creating a Dyslexia-Friendly Classroom. Retrieved from https://
www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082
Discussion of Arrangement
My classroom is a general education classroom designed for twenty students. In my class,

I have one student with a visual impairment and one student with the reading disability dyslexia.
The physical arrangement of my classroom takes these two students also with the rest of the
students into consideration. Student seating and work areas are what will be used most in my
classroom. The seating in the classroom is in groups so that students can work together and
communicate. Each student’s work are will act as their home base with all of their materials
stored there. My visually impaired student will get to choose which seat he or she sits in in the
front of the classroom. The student with dyslexia will have a seat near me so that they can get
help when they need it. Right next to student seating, I have a round table for the vision teacher
so that when she comes in to work with that student she has her own area for that. I also have a
group table in the back where I can pull different groups of student for things like testing or
interventions. I have storage throughout the room as well for various materials.
A few other areas in my classroom will be used daily but not as often as the work areas
mentioned above. The library is in the back corner of the room with plenty of books from
different reading levels and a couch and beanbag chairs for a comfortable environment. The
library will also serve as the quiet corner of the room. This can be used by all students but in
particular my student with dyslexia can benefit from this area seeing as it is a very quiet area
(Bailey, 2017). I have a carpet area in the front of the room for daily calendar activities. My two
students that I have to accommodate for will need preferential seating here as well. I have a
computer area as well for students to use. This is nice because I can integrate technology into my
lessons and technology can really assist my student with dyslexia as well. Near the door right
where students come in, the daily schedule will be posted in large print so that all students can
read it. I also have cubbies for students to store their personal belongings every day like their
backpacks and jackets This is important to keep the room neat and organized.
I will need to implement different strategies using various parts of the room for all of my
students but in particular my student that is visually impaired and my student with dyslexia. For
both of these students, they are going to need large print materials and handouts. These can be
stored at the vision teacher’s desk, in their cubbies, or in their individual file folders that will be
on the counter. For my visually impaired student, I will provide him with a large print daily
schedule on his desk for him because he will not operate on the same schedule at certain times
when he or she gets pulled out. On the windows, I will be sure to have adjustable blinds that way
the lighting can be adjusted throughout the day. Finally, I will use duct tape to create boundaries
around each area of the classroom. This creates a contrast with the floor and can really help my
visually impaired student navigate the classroom (Willings, 2016). It also gives the classroom
more structure for all of the students so that should keep it overall more organized. I feel that my
classroom is organized and set up in a very effective manner for all of my students. Each space is
well defined and can not be confused with a different area. There are certain expectations at each
station and my students with impairments are able to be accommodated at each area of the
classroom.

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List and Rationale for Spaces

My classroom is a general education classroom designed for twenty students. In my class,

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