Minimizing Distractions

Abstract In the Case Study I we find a student named Edward that has been distracted lately. He has an IEP that states he needs to be seated by the chalkboard where the instructions are written for independent work time. However, the classroom arrangement is not effective for Edward to accomplish his goals. Too many distractions are in place and his teacher needs to reassess the seating chart. Through research and studies we will be able to arrange the classroom to help Edward meet his IEP goals.

Minimizing Distractions When examining the layout of the classroom, three or more distractions are evident that can be distracting Edward. First would be the setting of desks, his desk is adjacent to three other peers. For a childlike Edward this seating arrangement will only bring him distractions by him wanting to converse with peers or just by his peers moving and making noise. Second would be the round table in the classroom, it is located close to his seat. If the teacher has reading groups or remediation time with students there, his attention will not be on his seatwork but on what is going on in the group. Third would be the trash can’s location.
One is his seat, he is given his teacher his back constantly. Even though he is sitting in the front he is still given his back. According to the Star Sheet students “with their backs to instruction can avoid participation” (SS p. 11). The second is he is not in the middle. “Those students seated at the front of the room and down its center are more likely to receive attention from the teacher.” (SS p.11) Even though his teacher needs to move throughout the room to make sure she has interaction with all students, studies have shown the action zone is where students receive the most attention. That is where Edward needs to be, front and center facing the