Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

CHAPTER IX

THE INSTUCTIONAL ENVIRONMENT IN SPED SETTING

1. MANAGEMENT AND ORGANIZATION OF CLASSROOM SPACE

11 Classroom Management Strategies for Children with Special Needs

Strategies to use with your students

Inclusion is a great thing. Children with special needs are no longer isolated in “Special Ed”
classrooms and only seen on the playground or in the lunchroom. Kids with special needs thrive in
the presence of their peers. There are so many lessons that children with special needs can learn
from other kids, and so many friendships to be formed.
1. Use computer based programs to hold the interest
of students with autism. Brain Parade’s program is an
invaluable tool when working with children with
autism. The program consists of 4,400 images and 2,200
exercises created by a certified behavior analyst. You
can also use your own images to personalize lesson
plans for students who have specific interests. One
standardized app allows teachers to create effective,
customized lesson plan, that can be shared with other
students and teachers who may share the same
interests.
2. Set the desks in the classroom is rows, rather than using circular seating around large tables, if
possible. Students with autism need their own space. The student with ADHD is easily distracted, so
a seat close to the teacher, facing forward works best. Children with special needs are easily
distracted, so keep their desks away from the windows, doors and activity centers in the classroom.
3. Post classroom rules in a conspicuous place in the classroom, and review the regularly. Ask
students to take turns reading the rules aloud as part of the daily routine. Make sure all students
understand the rules of the classroom and the consequences for not adhering to them. It may be
helpful to allow the class to help formulate the classroom rules.
4. Keep it simple. Give verbal prompts frequently, and be sure your instructions are easy to
understand. Repeat instructions if the student does not seem to comprehend what you are saying.
5. Use visual aids such as charts, graphs, and pictures. The computer program consists of
colourful, vivid pictures that are sure to please. Children with autism tend to respond well to
technology Is very appealing to them and allows them to be interactive while learning.
6. Peers can be wonderful role models for students on the autism spectrum. Pair compatible
children together when working on projects or participating in classroom activities. Many children
welcome the opportunity to be a peer role model to the special needs student. The experience is not
only positive for the student with autism, but for the peer counsellor as well.
7. Have a predictable schedule. Children with autism tend to prefer predictable routines. Give
advance warning if the daily schedule is going to change. If there is going to be a field trip, a special
guest in the classroom, or a substitute teacher, try to let the class know in advance. Unexpected
changes in the routine can be difficult for the child with autism.
8. Teach social skills, such as hand raising, taking turns and sharing as part of the learning
curriculum. All students will benefit when reminders are given. Children with autism often engage
in self-stimulating behaviors such as hand flapping, rocking or even slapping them in the face. Help
the other students in the class understand these behaviors.
9. Provide opportunities to take a break. Read a story, play a short game, stand up and stretch,
or have casual conversation. Sometimes an opportunity to get out of his seat and walk around the
room can be very calming for the child on the autism spectrum. Try to be aware of the signs that
your student may need a short break.
10. Focus on student strengths. If a child is interested in dinosaurs, baseball, dogs or water
sports, he needs the opportunity to exhibit his expertise in that subject. Learn was developed with

Transforming Communities through Science and Technology Telefax No. (044) 463-0226
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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education
the personalized lesson plan in mind. Students with autism thrive when they are studying a lesson
plan that was formatted specifically for them.
11. Be aware of environmental triggers. Loud noises, bright lights, and hot or cold temperatures
can disrupt a child’s thinking pattern and cause an unnecessary classroom outburst. Be mindful of
these environmental triggers and eliminate them whenever possible. i

2. THE CLASSROOM PHYSICAL SETTING

7 Critical Areas for Arranging Your Special Education Classroom

No two classrooms look the same. No two teachers teach the same. And no two students
have special needs that are the same. Therefore, implementing these four core elements will set a
framework for your students to achieve success and progress in the classroom and for you, the
teacher, to create a learning environment that effectively supports your style.

Well-Defined Areas
Setting up the physical layout of your classroom is a personal choice but spaces with organized,
well-defined areas will set the stage for positive learning environments. Students learn to respect
boundaries between student areas and teacher-only areas. They can anticipate activities and their
role based on the area. Predictability can be calming for students since it reduces apprehension and
anxiety, which may also curb misbehaviour. Consider these design options when arranging your
special education classroom:

 Home Base: This is a place each student can claim as their own (clearly labeled with his/her
name) for independent work. A student can go to his or her home base in order to (a) prepare
for or review the day’s events; (b) escape stress or anxiety and regain control; (c) work on
independent activities; (d) prepare to transition to the next activity. Setting up each student
with a home base is critical for child-oriented teaching models.
 Group Area: This is often split into two areas — one for whole-group instruction and the
other for small groups. There are distinctions between both areas. The whole-group area is
usually meant for informal discussion or student presentations. Small group settings are
generally more teacher driven.
 Sensory Area: This is a space dedicated to addressing your students’ sensory needs. A bean
bag chair, rug, tent, swing, or stress balls are all items that may be found here. Not every
classroom has the space for a sensory area so consider using a second room if it’s available.
 Student Schedule Area: To many, this is considered one of the most important areas in the
special education classroom. Dedicate space either on the wall, door, or a shelf for a visual
schedule. Use words and pictures to illustrate each activity. You may also find that using
arrows is helpful for students to plan and prepare for transitions in activity. Use different
colors or label them “First” and “Then.” The arrows act as visual cues and give your students a
chance to better prepare and participate in activities. Move the arrows down the schedule as
you complete certain activities. Other students may do better with visual cues supplemented
with auditory cues. A clock timer can cue the end of one activity and the beginning of the next,
indicating to students it’s time to transition.
 Reading Center:This is a quiet, secluded spot where students can read independently or with
a partner. Don’t forget about comfy seating!
 Writing Center:Here students write independently or with others. Make sure there is enough
room and access to supplies.
 Teacher Zone:It’s important for you to have your own space to check school emails, plan
lessons, store your records, etc. While most of the classroom real estate should be devoted to
your students, having your own small area is just as crucial. This can also be a good teaching
tool for students to understand boundaries and that some things are off-limits.
Remember to be flexible. If certain things aren’t working, you may need to consider redesigning.
Finally, don’t forget to include your students in the discussion. Kids are really honest (sometimes
brutally so) and will let you know what’s not working. ii

Transforming Communities through Science and Technology Telefax No. (044) 463-0226
[email protected]
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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

3. SPACE MANAGEMENT AND ORGANIZATION

Warm, well-run classrooms begin with the room's physical layout — the arrangement of
desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials
and supplies.

Arranging Space
The physical layout reflects your teaching style. If you want students to collaborate in small
groups, for example, organize them around tables or clusters of desks. For frequent whole-group
discussions, try a circle or U-shaped desk configuration. If you plan on an individualized, self-paced
curriculum, you might set up learning stations.
The physical layout should also reflect you. Don't hesitate to give the room your personal
touch with plants, art, rugs, posters, and maybe some cozy pillows for the reading corner.
"Creating a caring, child-centered environment takes lots of thought and planning," says
fifth-grade teacher Frank Garcia. "Basic bulletin boards are not enough. I believe in a very colorful
classroom with posters, functional bulletin boards, and other 'interesting' items to enhance the
environment, such as a small refrigerator, TV, and a stereo system with a CD player."
In Reggio Emilia, a northern Italian town whose early childhood programs are
internationally acclaimed, classrooms feature displays of children's work, collections of "found"
objects, ample space for supplies (all aesthetically arranged), and clearly designated spaces for
large- and small-group activities. Reggio Emilia educators stress the need for a classroom
environment that informs and engages the child. They consider the physical environment to be
"another teacher." And in the sense that it can motivate children, enhance learning, and reduce
behavior problems, environment really is an extra teacher.
Author and educator Mike Hopkins points out that personal teaching style and specific
educational needs should largely determine how you design your classroom space. Hopkins urges
teachers to forget about the way things have always been done and to visit museums, libraries,
other schools, and colleagues' classrooms to identify different ways of organizing learning space.
Many teachers prefer to create different areas within the classroom. For example, a
classroom might feature a quiet reading corner, a music area where students can play soft music
while completing work, a discussion/conversation center, a large table for cooperative projects,
spaces for wet or messy projects, multimedia spaces, learning centers or stations, and individual
work areas.
Easily accessible materials and supplies can eliminate delays, disruptions, and confusion as
students prepare for activities. In poorly arranged classrooms, students spend a lot of time waiting
— waiting in line, waiting for help, waiting to begin. To eliminate some waiting, store frequently
used items such as scissors and paste in several different areas.

Desk Placement
In many classrooms, the largest amount of space is devoted to the arrangement of
individual student desks. Teachers vary greatly on their preferred arrangements, but most agree
that the days of 30 desks lined in neat rows and facing the teacher's desk up front are long gone.
Instead, some teachers like to arrange desks in cooperative groups of four, while many others
prefer a U-shaped configuration, where everyone has a front row seat.
"Arrange the room so that you can make eye contact with every student and reach each
student with ease," suggests sixth-grade teacher Jane Baird.
But no matter how you arrange desks, don't be afraid to make changes.
"Set your room up, and at the end of each unit or each month, evaluate and make changes,"
advises fifth grade teacher Laurie Borger. "Move the students' desks on a regular basis
so all children learn to cooperate with all children."
Second-grade teacher Pamela Shannon agrees: "Don't be afraid to make seat and desk
changes if the arrangement doesn't work. You are in charge."

Transforming Communities through Science and Technology Telefax No. (044) 463-0226
[email protected]
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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

Environmental Preferences
Other important environmental features include temperature, lighting, and noise level.
These factors affect students in different ways and are directly related to individual learning styles.
Studies suggest that when teachers adjust the environment to students' preferences, the students
perform better academically and are better behaved.
How can you address environmental preferences in the classroom? Here are some tips from
research and practice:

 Create both well-lit and dimly-lit areas in the classroom by using bookcases, screens, plants,
and other furniture. Some children learn best in bright light, but others do significantly
better in low light. Bright light actually makes some students restless and hyperactive. Try
allowing students to sit where they feel most comfortable, or try placing fidgety children in
low-light areas and listless children in brighter areas.

 Provide opportunities for children to move around while visiting learning centers and other
special classroom areas. Most of us have the mistaken impression that children learn best
when sitting still, but research now proves that many children need extensive mobility
while learning. These children learn significantly more if they move from one area to
another as they acquire new information.

 Establish informal furniture arrangements where students can sit on soft chairs or pillows,
or lounge on the carpet. Another myth is that children learn best when sitting up straight in
hard chairs. About 75 percent of the total body weight is supported on only four square
inches of bone when humans sit up straight in a hard chair, so it is easy to understand how
the resulting stress on the buttock tissues causes fatigue, discomfort, and the need for
frequent changes in posture. Research supports the common-sense notion that many
students pay better attention and achieve higher grades in more comfortable settings.

 Establish listening stations with headsets for children who need sound, and quiet study
areas for those who work best in silence. Many children disprove another commonly held
conception: that silence helps kids concentrate better.

 Help students become aware of their own temperature preferences and encourage them to
dress accordingly. Temperature preferences vary dramatically, and most children can't
concentrate when they are either too cool or too warm.

Designing Classroom Space

The sky's the limit when it comes to designing classroom space. Beverly Kirk, from Carson
City Nevada, had her husband make a special desk with a recessed top to keep math manipulatives
in one place. Marilyn Aldrich, from Westhampton Beach, New York, uses flat pizza boxes, stacked
for storage, to house math manipulatives and other materials. And Jack George, who teaches fourth
grades in Rome, New York, built an eight-foot high loft (it can hold six children) in his classroom
that functions as a puppet theatre, quiet reading/writing space, teaching platform, private
conference center, test make-up area, and place to stage skits, science experiments, and more. iii

4. OPTIONS FOR GROUPING STUDENTS

Students participating in group work are a

key ingredient in student learning. When students
are able to verbalize their ideas, listen to one
another, share authentic discussion, and create
common products, they are much more actively
engaged in the learning process. However, there is a
multitude of ways that a teacher can arrange
students for group work, and the effective teacher

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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education
may choose to implement different strategies for different outcomes. Look at the following ideas for
how you might consider arranging students for group work.

 Teacher-Assigned Groups

1. Grouped according to same skill level. Perfect for differentiation. You can have ability-specific
tasks assigned to each group.

2. Turn your row and talk to the person next to you. Rows of students turn their desks to face
one another. This is a very quick way to have students share ideas, listen or team up with a partner.

3. Randomly mixed up pre-assigned groups. You might not need specific students together, but
you do want speed. Pre-assign groups of students so that they just have to get together without long
transition time.

4. Grouped to mix skill levels. Students learn well when different skills and levels are mixed. With
this, you can make sure your strongest students are intermingled with others.

5. Rotational system. Instead of having one partner or group, students can set up in a circle and a
portion of each group rotates clockwise while the other portion stays in place.

6. Alphabetical rotation system. Group students based on the alphabetical order of their names;
and if you choose, rotate them based on their names as well. You can go down your attendance
roster listing A1, B1, C1, A2, B2, C2, etc., and reorganize groups based on letter or number. Get
creative!

7. Day-of-the-week group. Assign each student to a specific partner or group for each day of the
week. So if it’s a Tuesday, have them get together with their Tuesday group, which is different from
the other days. Students can also create each day’s defined group.

8. Grouped for classroom management. We all know those friends who are more likely to get off
task than create a quality product. Pre-assign groups and make sure students who need to be
separated are kept apart.

9. Grouped according to interest. If you’re aware of different interests of your students via
discussion or a survey, you might want to put them together and have them connect their common
interest to the task.

 Students Choose Group

10. Students select own group. The simplest way could just be to tell students to get into groups
and trust them to do it.

11. Students select own group, with exceptions. A variation from above, you can let them choose
their groups but add, “Don’t join with the last person you were with,” or “No more than this many
people.”

12. Students grouped based on responses. Give a survey or quiz, and group students according to
what they think or how they score.

13. Clock partners. Give each student a clock chart, and have them go around assigning themselves
a partner for each time of day. They’ll have a one o’clock partner, a two o’clock partner, etc. Then
you just say “Get with your ________ o’clock partner.”

14. Contact list. Like the clock partners, have students create their own contact list of classmates
like they might on their phones. Then tell them, “Get with your third contact.”

15. Students given options. Try describing what different group tasks are available, then letting
students choose which task they’d like to join.

16. Students choose an option, and mix with others. You could also try letting students choose
which task they’d like to do, but then creating a group consisting of students with each of the other

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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education
tasks. In a reading class, you might have one student be a “vocab finder,” one be a “summarizer,”
etc.

17. Students choose based on random interest. Have students mix based on something they are
personally interested in. You can give them suggestions or categories of interests, and design their
task to include that interest.

 Randomized Group Work

18. Use sticks or names from a hat. Write students’ names on Popsicle sticks, shake them up in a
cup, and pop out the number of names you want in a group. Much like casting lots. Or you can
literally pull names from a hat.

19. Use a grouping app or website. Many good apps or websites exist for randomly assigning
groups. Try an app like Team Shake ($0.99) or a website like Group Sort.

20. Use colored index cards. Let students choose colored index cards from a stack, and sort them
based on the colors they picked up. You can even write items on the cards that further indicate
tasks or topics.

21. Count off. Of course you can count off by numbers, but maybe try something fun. If you want
four groups, then count off by “Shakespeare, Dickens, Chaucer and Swift,” for example.

22. “Left Out” Game. Have your students stand up, and then you shout out a number. Students
must immediately cluster themselves according to that number. Anyone left out gets a bonus task.

23. Use a pack of cards. Playing cards are effective and versatile. Pass out cards and group
students based on having similar or different suits, black or red cards, cards in a specific order, the
same numbers, or any other values you assign to the deck.

24. Use synonym vocab word cards. Have sets of synonyms written on different index cards and
randomly pass them out. Then have students find the other person in the room who has the word
that means the same as their card. Also try antonyms!

25. Famous pairings. A variation on the synonym cards, pass out cards that have various pairs of
duos that pertain to your course. Have a “Huck Finn” and a “Mark Twain” cards, or “Einstein” and
“E=MC2” cards.

26. Puzzle pieces. Take small puzzles and have students randomly select a piece. Then have them
find the other students who have the rest of that puzzle’s pieces.

27. Arrange desks. If students have assigned desks, confuse them by rearranging the desks before
they come in for the day.

28. Birthday buddies. Who has their birthday in the same month as you? Ask students that
question, and group them accordingly.

29. Pick colored pencils/markers. When creating a poster or colourful project, have students
grab one colored utensil and ask them to mix with others with different colours.

30. Line it up and fold it. Ask students to line up in response to a question or trait. They could line
up by height, or perhaps line up based on a spectrum of how much they know about the day’s topic.
Then fold the line in half, so the least knowledgeable student is paired with the most knowledgeable
student, and so on.iv

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[email protected]
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i
http://blog.stageslearning.com/blog/11-classroom-management-strategies-for-children-with-special-needs
ii
http://geiendorsed.com/blog/learning-environment/7-critical-areas-for-arranging-your-special-education-classroom/
iii
https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-physical-environment/
iv
https://www.teachhub.com/30-ways-arrange-students-group-work