Skip to main content
  boces homepage social media   


There are many practical strategies that are effective in the classroom. It is up to the classroom and special education teacher to ensure that appropriate strategies are being used in the classroom to assist individual learning styles and provide success to all students with special needs. It is recommended that a multi-modal approach be used, visual, auditory, kinesthetic and tactile for optimum success.

Classroom Environment

  • Provide the use of a study carrel when necessary.
  • Seat student in area free from distractions.
  • Eliminate all unnecessary materials from student desk to reduce >distractions.
  • Use a checklist to help student get organized.
  • Keep an extra supply of pencils, pens, books and paper in the classroom.
  • You may have to allow the student frequent breaks.
  • Have an agreed upon cue for student to leave the classroom.
  • Reduce visual distractions in the classroom.

Time Management and Transitions

  • Space short work periods with breaks.
  • Provide additional time to complete assignment.
  • Allow extra time for homework completion.
  • Inform student with several reminders, several minutes apart, before >changing from one activity to the next.
  • Reduce amount of work from usual assignment.
  • Provide a specific place for turning in assignments.

Presentation of Materials

  • Modify expectations based on students needs.
  • Break assignments into segments of shorter tasks. 
  • Give alternative assignments rather than long written assignments.
  • Provide a model of end product.
  • Provide written and verbal direction with visuals if possible.
  • Break long assignments into small sequential steps, monitoring each step.
  • Highlight to alert student attention to key points within the written direction >of the assignment..
  • Check that all homework assignments are written correctly in some kind of >an agenda/homework book. >Sign         it and have parents sign it as well.
  • Number and sequence steps in a task.
  • Provide outlines, study guides, copies of overhead notes.
  • Explain learning expectations to the student before beginning a lesson.
  • Make sure you have the students attention before beginning a lesson.
  • Allow for student to use tape recorders, computers, calculators and dictation> to obtain and retain assignment success.
  • Allow oral administration of test.
  • Limit the number of concepts presented at one time.
  • Provide incentives for beginning and completing material.  

Assessment, Grading and Testing

  • Provide a quiet setting for test taking, allow tests to be scribed if necessary >and allowing for oral responses.
  • Exempt student from district wide testing if possible.
  • Divide test into small sections.
  • Grade spelling separately from content.
  • Allow as much time as needed to complete.
  • Avoid time test.
  • Change percentage of work required for passing grade.
  • Permit retaking the test.
  • Provide monitored breaks from test.


  • Avoid confrontations and power struggles.
  • Provide an appropriate peer role model.
  • Modify rules that may discriminate against student with neurological >disorder.
  • Develop a system or code that will let the student know when behavior is >not appropriate.
  • Ignore attention seeking behaviors that are not disruptive to the classroom.
  • Arrange a designated safe place that student can go to.
  • Develop a code of conduct for the classroom and visually display it in an >appropriate place where all students can see it, review it frequently.
  • Develop a behavior intervention plan that is realistic and easily applied.
  • Provide immediate reinforcers and feedback.

Delivering an academic program to a room full of unique students is certainly a challenge. Implementing some of the listed strategies will provide a comfortable learning place for all students regardless of their academic abilities.

The Pro-Active Model: Classroom Management
by Sue Watson

Classroom management is crucial in supporting the "inclusion model" especially when there are students in the classroom with behavioral/social exceptionalities.  Use this list to make sure you have the procedures in place to support effective classroom management.  Teachers with the best classroom are always prepared!







PO Box 4754
Syracuse, NY 13221
Phone: (315) 433-2600

Join in the educational conversation on Twitter... timely information bites to keep you up to date. Find out what's new on the IS Facebook page... events, awards, news and more. Check out the IS blog... years of knowledge at your fingertips. Sign up for any of our topical enews... you can unsubscibe at any time. Check out the Professional eBook Library... and read for free.
Developed by CNYRIC