Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jerry Woodbridge

Keywords

special education, physical environment, classroom setting, self-contained, special class, classroom organization

Disciplines

Special Education and Teaching

Abstract

In this study, the relationship between the physical learning environment and student behavior in 6:1:1 and 12:1:1 special education programs in public schools in a northeastern state is analyzed. The research question addresses how the physical special education learning environment that teachers create influences student behavior outcomes. The design relates to how a flexible learning environment appears to influence the behaviors of special education students, teachers’ standards for organizing the physical learning environment based on students' needs, and students' ownership of that environment. Social learning theory correlates with the study by analyzing how the physical environment contributes to on-task focus during learning. The sample included 10 educators in a special education setting, with varying years of experience. In the case study, data was collected through interviews with educators, classroom observations, and classroom photographs. Interviews, observations, and pictures helped connect to elements such as room design, organization, lighting, and sound, as well as how these elements relate to student behavior outcomes. Thematic analysis was used in the study. The study's results will help educators explore how adjustments to the physical learning environment may appear to influence student behavior and classroom dynamics. The key themes found included: Organized and Focused Physical Learning Environment, Environmental Readiness, Reducing Cognitive Friction: The Role of Environmental Purpose in Sustained Attention, and The Connection Between Decreased Distractions and Student Focus.

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