Basic elements of the teaching area for children with autism.

Children diagnosed with autism spectrum disorder require special space conditions to be able to start their teaching-learning process in a pleasant and effective way, especially those in the work area. Among the main elements to consider in this topic we can mention the following:

1.- The Seat

It is important to make sure that the seat has 3 fundamental characteristics:

Adequate at the height of the table as well as at the height of the child. The feet should be able to touch the floor without difficulty and have no ornamental curvatures that hinder their good posture.
That is comfortable. Preferably cushioned in the main area of the seat.
Stable. Make it firm and do not swing.

2.-The Table

Another great ally in the application of the tools that we could use will be the table. It is necessary that it meets the following characteristics:

Height corresponding to the height of the child.
Circular shape or with rounded corners. Psychologically pointed corners or shapes are often associated with cutting or violent attitudes; similarly, if the child suddenly gets up to the corner, he may suffer an accident. On the other hand, rounded corners or round tables are associated with the feeling of fluidity, confidence and security.
Wood material. The wooden tables inspire a homelike atmosphere and warmth. It has also been found that wood gives better vibration voice channel than plastic or other synthetic materials.

3.- Lighting.

Intensity: It must have an adequate intensity, preferably it should be light white.
Location: the lamp should be located in the upper part of the work area, since the bulbs that project light from the walls usually create shadows that interfere unfavorably in the perception of movement and images.
Avoid Backlighting: If the guide is placed in front of the child, he or she should try to make sure that there are no lights behind him that generate backlight to the vision of the student.

4.-The Distractors

It is very important during the teaching process to reduce the effect of distractors, including:

Ornaments. The excess of ornaments in the environment, especially those that move or those that can generate bright lights.
Noises. Minimize those of great or medium intensity or monotonous rhythm, such as the drip of damaged pipes, or the clock ticking.
Intense aromas. Intense odors should be avoided in the work area, because children have a condition of sensory hypersensitivity that can alter their attention in the development of activities if these stimuli unexpectedly invade the environment.