The intervention I am proposing involves a redesign of the traditional classroom layout to create a more inclusive and supportive learning environment for students with invisible disabilities such as autism spectrum disorder (ASD), ADHD, anxiety, and sensory processing challenges. Traditional classroom settings—with rigid desk arrangements, limited personal space, and high sensory stimulation, such as lighting and acoustics, can pose significant obstacles to meaningful engagement, levels of comfort, and academic achievement for these students.
By replacing traditional rows of desks/tables with a more fluid, modular setup that encourages movement, choice, and small group collaboration. Desks and chairs should be easily movable, allowing students to adjust their personal space based on comfort and activity demands. This approach can reduce stress and supports self-regulation. Applying approaches that have engaged for some time in commercial workplace design feels like a good place to start. Gail Napell, a sustainability and inclusive design strategist at Gensler, Interior Architecture firm, has answers. ‘Inclusive design makes spaces and places healthier, safer and more convenient for everyone”
“Inclusive design goes that extra step,’ continues Napell, ‘to say, “Let’s look at all the aspects of a human being – not just our physical size and shape, but also mobility, age, gender, race, socioeconomic status, cognitive abilities or disabilities.”
Integrating commercial workplace design principles such as designated breakout areas within the classroom to enable small group work, peer collaboration, or one-on-one instruction with teachers/lecturers. These areas have been found (in commercial workspace environments) to promote personalised learning and offer quieter, low-pressure spaces where students can decompress or engage in focused interaction.
Where possible, I would hope to include sound-absorbing materials (e.g., carpeted areas, acoustic panels, fabric-covered or acoustic display boards) into the classroom landscape, to reduce ambient noise, which can cause discomfort for students with sensory sensitivities. Similarly, materials, furnishings and lighting should be sourced to minimise glare, harsh lighting, and visual clutter. A neutral palette (on walls and throughout furnishings) can promote a calmness to the environment, encouraging focus and emotional well-being.
References
Goodwin, M (2020) Making the invisible visible: Let’s discuss Invisible disabilities, ERIC Educational Resources Centre. Available at: https://files.eric.ed.gov/fulltext/EJ1294871.pdf (Accessed: 27 May 2025).
Moriña, A. (2016) ‘Inclusive education in higher education: challenges and opportunities’, European Journal of Special Needs Education, 32(1), pp. 3–17. doi: 10.1080/08856257.2016.1254964.
Díaz-Jiménez, R. M., Yerga-Míguez, M. D., Relinque Medina, F., & Granados Martínez, C. (2025). Inclusion pyramid for university students with intellectual disabilities: input from the university community in European countries. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2025.2486534
Jansen, D., Petry, K., Ceulemans, E., Noens, I., & Baeyens, D. (2016). Functioning and participation problems of students with ASD in higher education: which reasonable accommodations are effective? European Journal of Special Needs Education, 32(1), 71–88. https://doi.org/10.1080/08856257.2016.1254962
Moore, E. (2023) Making workspaces inclusive through design, ArchDaily. Available at: https://www.archdaily.com/1002463/making-workspaces-inclusive-through-design (Accessed: 26 May 2025).