Is there a particularly good seat for autistic primary school pupils?

Dear Nina Urech,

Thank you very much for your interesting question.

Unfortunately, there is no simple answer to this. People on the autism spectrum, like everyone else, have very different needs. Some are very sensitive to light and noise, whilst others are not so much. Some require a highly structured environment, whilst others need less structure. We could go on listing examples like this for a long time.

Inconsistent research findings

The research findings on the arrangement of seating and the layout of classrooms for children with autism spectrum disorders (ASD) are not very consistent. However, the following points are mentioned which could be taken into account: suitable lighting for the room or targeted lighting of the workspace (desk lamp), options for shading using roller blinds or venetian blinds, sound-absorbing measures, clearly structured and marked zones for different activities in the classroom, a reduction in visible details or decorations on walls, and a quiet space (Uherek-Bradecka, 2020).

Dynamic seating options

Some studies have examined which seating options have a positive effect on the learning and behaviour of children with ASD. The results suggest, in some cases, that dynamic seating options such as therapy chairs, sitting balls or hedgehog seat cushions can help children to remain focused for longer and display less undesirable behaviour (Martinsadr et al., 2015, 2017). However, it is also noted that the effectiveness of such dynamic seating options varies greatly depending on the children’s individual sensory processing (Bagatell et al., 2010).

Light, visual and acoustic protection

Some people with ASD react strongly to harsh neon lighting. It may be helpful to check the lighting in the classroom. It may be possible to adjust the lighting, at least at the individual workstation. Roller blinds can also help to regulate sunlight if the desk is positioned by the window. A clearly marked individual workstation, along with sound and visual protection provided by felt mats fitted as side panels on the desk, can be helpful.

Boundaries

A rug placed under the desk to demarcate the space from other areas is also an option. Selected pictograms can be attached to the felt mats using Velcro, which help to clearly structure activities. If the desk is set up as an individual workstation, slightly away from other workstations and, if possible, facing the wall, this reduces the visual sensory input from children walking around.

Dedicated areas for completed tasks

Areas where completed tasks are handed in also help to provide structure. Such a place could be a compartment situated centrally, or a small trolley next to the desk with different compartments for completed tasks, new tasks and other necessary materials, such as ear protectors to reduce noise. The trolleys next to the desk can help pupils focus on their tasks, as there is no need to walk through a bustling classroom to reach the central compartment.

Seating balls can be used, although it must be assessed on a case-by-case basis whether these have a positive effect or tend to be counterproductive.

Seating arrangements depending on the teaching situation

If content is taught facing the class, care should be taken to ensure a good, unobstructed view. It may be helpful to set up an extra space for "frontal teaching" , for example a stool in front of the blackboard. Incidentally, “cinema-style seating” with small stools in front of the blackboard also benefits all the other children, as it conveys a clear structural distinction between the delivery of content and individual work at their own desks.

When working in groups, it can be helpful to set up a specific area for this, e.g. a round table or a rug on the floor. During circle time, a place next to a familiar adult can be helpful. Furthermore, the seating arrangement should be kept consistent. Finally, a special quiet space can be set up, such as a relaxation corner with a mattress and sensory toys, like spiky balls, which can support self-regulation.

Structured environment

Structuring and visualisation using pictograms and plans can be very helpful, regardless of the seating arrangement. The TEACCH approach (Häußler, 2008) offers ideas for structuring the environment and tasks. The book provides many ideas. However, there are also many examples online of how this can be implemented in schools.

Clear structures help all children

In summary, it can be said that the optimal seating arrangement and classroom layout must be tailored very individually to each child. There is no one-size-fits-all solution. Furthermore, the layout of the room may limit the options available.

Structuring is certainly a very important issue. From the perspective of inclusive education, I would like to emphasise here that clear structures (timetables, visual aids, labelled cupboards, etc.) and designated areas for specific activities (group work, individual work, reading corner, etc.) can have a positive impact not only on children with ASD, but on all children. Continuity and structures that remain as consistent as possible help everyone. After all, many children find change stressful. It is therefore not ideal if seating arrangements have to be changed every time after the holidays.

I hope this answer is helpful.

Kind regards,

Katharina Antognini

References:

Nancy Bagatell, Gina Mirigliani, Chrissa Patterson, Yadira Reyes, Lisa Test; Effectiveness of Therapy Ball Chairs on Classroom Participation in Children With Autism Spectrum Disorders. Am J Occup Ther November/December 2010, Vol. 64(6), 895–903. doi: https://doi.org/10.5014/ajot.2010.09149

Häußler, A. (2008). The TEACCH approach to supporting people with autism: an introduction to theory and practice. Verlag Modernes Lernen.

Matinsadr, N., Haghgoo, H. A., Samadi, S. A., Rassafiani, M., & Bakhshi, E. (2015). Can Air Seat Cushions and Ball Chairs Improve Classroom Behaviours of Students with Autism Spectrum Disorder: A Single-Subject Study. Journal of Rehabilitation Sciences & Research, 2(2), 31–36. doi: 10.30476/jrsr.2015.41071

MATINSADR, N., HAGHGOO, H. A., SAMADI, S. A., RASSAFIANI, M., BAKHSHI, E., & HASSANABADI, H. (2017). The Impact of Dynamic Seating on Classroom Behaviour of Students with Autism Spectrum Disorder. Iranian Journal of Child Neurology, 11(1), 29–36. https://doi.org/10.22037/ijcn.v11i1.11193

Uherek-Bradecka, B. (December 2020). Classroom design for children with autism spectrum disorder. In IOP Conference Series: Materials Science and Engineering (Vol. 960, No. 2, p. 022100). IOP Publishing. https://iopscience.iop.org/article/10.1088/1757-899X/960/2/022100