6 Reduction of Audio/Visual Stimuli
Definition
Decreasing unnecessary stimuli from the classroom/ environment for students who struggle to process audio/visual stimuli.
In action
Depending on the student needs, consider ways to identify and reduce audio and visual “clutter” in learning environments and tools (e,g,. classroom displays, worksheet graphics, squeaky chairs).
Support Strategies
- Learn about specific needs of the student (e.g., IEP review, speak with student, parents, past teachers)
- Work with student (when appropriate) to identify specific visual/audio problem, areas and potential solutions
- Consider conducting a classroom audit of regular, non-instructional, noises (e.g., loud pencil sharpener, chair scooting, chatter) and extra visual (e.g., cluttered front whiteboard, location and prominence of key information displays) to identify potential clutter or problems
- Ensure students have access to a quiet space when working independently or in groups
- Use texts and/or images to reduce the amount of verbal instructions necessary for students to complete a task
Case Study
Student: Grade 4 student in a science class.
Content: The teacher is showing a video on the rain forest.
Problem: The student is distracted by the frequent squeaking noise of students shifting in old classroom chairs
Solution: The teacher works with the school caretaker to put a little oil on the squeaking part of the classroom chairs to remove the noise when students shift.
Additional Resources
- Considerations and ideas for creating an in-class quiet space from Edutopia
- Tips for de-cluttering a classroom from Edutopia
- Rationale and strategies for creating an organized classroom environment for students with Autism from IIDC
- Description and strategies to address classroom acoustics from ASHA
- Tips and tricks for dealing with a loud classroom from NEA
- Considerations on classroom noise for students with hearing impairments from CID
