ABSTRACT
This chapter aims to understand the importance of the learning environment. It explores how to design environments for students diagnosed with Autism Spectrum Disorder (ASD) based on their sensory, behavioral, and social needs. The chapter provides an evidence-based supports for students with ASD to enhance academic success in the inclusive classroom. Effective learning environments in the general setting play a distinct role in the education of individuals with ASD. The classroom environment offers opportunities for students with ASD to learn, engage, socialize, and understand routines. Flexibility is an integral part of successfully including students with ASD into inclusive environments. Students with ASD often demonstrate difficulties self-regulating environmental changes which can result in anxiety, panic, and behavioral outbursts. Students with ASD like structure and predictability, so similar routines and procedures can offer them stability. Many students with ASD present with some type of sensory behavior such as hand flapping, balance issues, or sensitivity to sounds.
