Classroom Design For Children’s Attention Deficit
Hyperactivity Disorder (ADHD) in the Elementary Level
Eman Nasrallah
Abstract
Objective: The purpose of this study is to design a classroom for hyperactive children to assist with concentration and performance in the classroom This classroom will help other students to better concentrate and help teachers as well
Methods: A review of literature from databases in the Texas Tech University Library, Google Scholar, and the Education Research Journal was conducted.
Findings: The result is a classroom design suited for children with hyperactivity using dynamic seating, therapy balls, an informal seating area (Alqahtani, 2015), and the pedal desk and standing desk (Ogoe, 2015) The classroom design also includes a quiet area, small groups area (Carbone, 2001)
Introduction
The number of students with hyperactivity increases every year According to the American Psychiatric Association, the number of students with hyperactivity in the United States is 5% That creates obstacles in the educational process Students with hyperactivity need assistance to keep up with the other children Students with hyperactivity lose their attention easily Sometimes, they become distracted because of the teachers' strategy, or the atmosphere and classroom design The purpose of this study is to design a classroom for children with hyperactivity to assist them in concentrating more in the classroom and improving their performance This classroom will also help students who do not have hyperactivity concentrate more This design will help both teachers and students by facilitating the process of education without obstruction The classroom design will assist students with hyperactivity in keeping up with other students, which will make them feel better about themselves Most people with hyperactivity can be successful and productive in their lives if they could find a beneficial way to deal with the disorder by means of treatment or changes to the environment around them (NationalInstitutesofHealth org, 2012)
Methods
An initial literature review was completed by locating peer-reviewed articles that related to the physical classroom environment The literature review was focused on the physical classroom environment The words and phrases included: focus in the classroom, lighting for the classroom, color for young children, furnishing, indoor environment, and arranging the classroom for ADHD children The literature was examined for research findings related to the ideal elements of a physical classroom environment The ideal classroom components were then combined into a classroom design especially suited for students with hyperactivity
Databases: Google Scholar and Texas Tech University
Libraries
The keywords: Classroom environment, physical classroom design, lighting, colors, furnishing, indoor environment, and arranging the classroom for ADHD children.
Literature Review
Recommendations
Ø Furniture should be comfortable, suitable, flexible, movable, and able to be redesigned (Alqahtani, 2015)
Ø Use dynamic seating, therapy balls, rock on chair, the pedal desk, and the standing desk ( WU, 2012), ( Schilling, 2003), ( Ogoe, 2015), (Alqahtani, 2015)
Ø Create an isolated area in the back of the room to help the fidgety student complete his or her assigned task (Alqahtani, 2015)
Ø The classroom environment should be enjoyable and help the students to concentrate on lessons (Alqahtani, 2015)
Ø The colors of walls, floors, and furniture are neutral colors (Datta,n d), (Gaines, 2011) ,(Alqahtani, 2015)
Ø Classrooms should have contact with the outdoors (Han, 2008)
Ø Classrooms should have minimal visual distractions (e g walls drawings and decorations), which may obstruct the educational goal (Winterbottom 2008)
Ø There should be breaks for exercise throughout the class, for periods of as short as 10 minutes, which have shown demonstrable improvements in academic performance and mood (Howie, 2013)
Category Findings
Lighting
Purpose Source
Materials
• Use full-spectrum and daylight
• Avoid fluorescent lighting
• Use soft illumination
• Use sustainable material
• Use dynamic seating
• Use therapy balls
Chairs
Ø To make students more efficient (Sojoudi, 2012) (Winterbottom, 2008)
Ø To positively impact health (Alqahtani, 2015)
Ø To increase positive classroom behaviors of students
Ø To improve productivity when seated on it
• Use rock on chair
• Use the pedal desk
• Use the standing desk
• Place seats in the front
• Use free seats
Sitting Place
Ø To keep the children active and intrigued
Ø To help children exercise so they are better able to concentrate and ignore distractions
Arrangement of class
( WU, 2012) ( Schilling, 2003) ( Ogoe, 2015) (Alqahtani, 2015)
• Distance the student from distracting areas, e.g. near windows
• Place the student next to teacher's desk
• Put attentive classmates as desk neighbors
• Create small groups
• Create quiet area section
• Create stations to allow students to move from one section to another
• Create corner for informal seating
Ø To help the student concentrate (Carbone, 2001) (Alqahtani, 2015)
Colors
Ø To help the student concentrate. (Carbone, 2001) (Alqahtani, 2015)
Isolated Area
• Create an isolated peninsula in the back of the room.
• Choose peaceful colors
• Avoid primary colors
• Use muted colors
• Use pastel shades colors
Ø To help the fidgety student complete his or her assigned task (Alqahtani, 2015)
Ø To help facilitate self- control
Ø To provide a sense of security
Ø To create greater calm in the space
Ø To increase concentration
Ø To eliminate distractions
(Datta,n.d) (Gaines, 2011) (Alqahtani, 2015)
- See beyond. (n.d.). Retrieved from http://www.i24news.tv/en/news/israel/society/84795-150906-yogaballs-and-grass-walls-an-experimental-israeli-classroom-for-kids-with-adhd