How should a classroom be structured to accommodate a student with Pervasive Developmental Disorder (PDD) or Autism?

Maintaining the daily routine as much as possible is crucial for accommodating a student with Pervasive Developmental Disorder (PDD) or Autism. Such individuals often thrive in structured environments where predictable routines help them feel secure and understand what to expect throughout the day. Predictability can reduce anxiety and foster a sense of safety, enabling them to focus better on learning activities.

Having a consistent routine can aid in developing their organizational skills and time management, which are often areas of difficulty. When students know what comes next, it helps them prepare mentally for transitions and reduces potential disruptions or meltdowns that might occur due to unforeseen changes.

The other options do not align with best practices for supporting students with Autism. Introducing frequent changes can lead to confusion and stress, which is counterproductive. Allowing complete freedom in choosing activities may overwhelm students who benefit more from direct guidance and structure. Additionally, while it's important to manage stimuli in a classroom effectively, completely eliminating sensory inputs is impractical and may hinder learning experiences that require some level of engagement with visual and auditory materials.