Physical and sensory characteristics in classrooms: implications for the inclusion of autistic students

Abstract Introduction The literature indicates that the physical and sensory characteristics of the classroom (size, lighting, visual and auditory information) can create barriers to educational inclusion, affecting the participation of autistic students in school activities and their well-being. Objective To analyze the physical and sensory characteristics of classrooms in the first cycle of primary education in Chilean public schools and their potential implications for autistic students. Method Quantitative study with a cross-sectional descriptive design. Forty-four classrooms from ten Chilean public schools were analyzed. Data were collected through structured observations, photographic records, and measurements of size (m2), illuminance (lx), and background noise (dB). Analysis was conducted using descriptive and inferential statistics, as well as multiple correspondence analysis. Results The most common physical and sensory characteristics of classrooms were fluorescent lighting (86.4%), white light (98%), absence of rubber protectors on furniture legs (75%), a high level of visual information on the front wall (67.4%), and partition wall construction (59%). The classrooms frequently presented physical and sensory features previously reported as potential barriers for autistic students, particularly affecting those with sensory processing differences. Conclusion It is recommended that the educational community and school administrators adequately manage classroom conditions, considering that these may affect the educational inclusion of autistic students, and that appropriate management can lead to improvements for all students.