In Denmark we got motivated by the strong learning environment for helping pupils with autism spectrum disorder (ASD) as demonstrated in Ullerødskolden school. There is focus on a structured learning place where pupils are able to concentrate on their learning without being interrupted by seeing each other. This is created by arranging students’ learning places with shelves and the view toward the classroom wall.

The other structual building line is visualization of the daily routine and manners by interacting with each other.

In mainstream school Bagsvaerd skole we were introduced to further possibilities of creating a learning environment. Not only the building indoor architecture with its wide open halls and suitable arrangement of rooms, for example the library, but also by such possibilities as rearranging classrooms by using moveable furniture, as well as technological means such as smart boards.

Similarly a teacher of an “inclusion class” in Vienna with 20 pupils, five of whom have special learning needs, appreciates having two teachers in class all day long.

That makes it possible to learn and teach together or work on different subjects apart from one another simultaneously the special needs pupils need more time for playing but also more structure and rules for working and learning.

Pictures are employed to help them understand and follow the procedures.

In the morning the pupils learn and play together at a big round table. After that time the pupils enjoy working and writing separately. So they have their own sitting-pillow and their own place for doing the work.

But they can also talk  and cooperate as thy please.