ABSTRACT
Physical structure refers to the way of arranging furniture, materials and general surroundings to add meaning and context to the environment. For pupils with Autistic Spectrum Disorders (ASD), the classroom may be a chaotic environment that causes anxiety and confusion, because of the frequent problems in segmenting their environment. An effective physical structure helps to decrease the visual and auditory stimulation that can be distracting and troublesome for pupils with ASD. By structuring the physical context, pupils may be helped to understand the purpose of their environment. The National Curriculum identifies the need to respond to individual needs by 'creating effective learning environments'. Curriculum guidance for teaching pupils in the Foundation Stage identifies personal, social and emotional development as one of the Early Learning Goals. Goals relating to 'dispositions and attitudes', 'behaviour and self-control' and 'self-care' are often challenging for pupils with ASD.
