Special educators possess a variety of skills and take on a variety of roles in the classroom. These may include:
Other skills are required to successfully teach in an inclusive or special education classroom, such as:
Other factors contribute to the learning environment besides the teacher's behavior.
Ground rules are essential for encouraging positive behavior within the classroom. These rules should be:
Routines are another way to promote positive behavior in the classroom. Similarly to ground rules, these should be explained at the beginning of the year, and visibly communicated somewhere in the classroom.
The physical set-up of the classroom is also essential in fostering a positive learning environment. Key things to keep in mind are:
The day to day needs of the classroom may change based on the activities done during class; The classroom should be able to change with it, as long as safety and accessibility are maintained.
For more ideas about creating a positive learning environment, check out this video from Edutopia. While this video focusses on younger learners, the tenets within are widely applicable.
Despite the strategies mentioned above, misbehavior is somewhat inevitable. There are a few steps in implementing positive behavior supports, which are proven to be the most successful way of addressing undesirable behaviors in the classroom.
The first step is to determine why the behavior is happening. This can take the form of an A-B-C analysis.
The idea is that the antecedent is undesirable to the student, while the consequence is preferable; this is what motivates the behavior. For instance, if a student is asked to do a math worksheet (antecedent), begins to shout at the teacher (behavior), and is sent to the office (consequence), and this behavior is repeated over time, it becomes clear that the student prefers going to the office over doing the math worksheet, and that is why they continue to shout at the teacher.
The next step in addressing the behavior is figuring out what one would like the student to do instead, a replacement behavior. This should be positively phrased. For instance, "not shouting at the teacher" wouldn't work; "doing the math worksheet" would. Next, the replacement behavior must be taught to the student, and the reasons the student avoids it must be addressed. If the student is avoiding the math worksheet because they can't complete it, then they should be provided with the resources they need to feel they can. Then, the behavior must be encouraged. Research shows that positive behavior supports work better than negative consequences. These positive behavior supports, or rewards for implementing the replacement behavior, should be tailored to the student's desires and interests. These can range from a smile and "thank you" from the teacher to a trip to the movies with their parents. In fact, small and large rewards should both be used, and should come from multiple sources working together, like the teacher and the family.
Problems arise in the classroom beyond behavior, or in conjunction with it; students struggle to master content. While Universal Design for Learning (read more here) can help students access content on their own terms, sometimes even this is not enough.
Interventions may include changing the following aspects:
Instructional interventions should be evidence-based; that is, they should be grounded in scientifically proven methods. What Works Clearinghouse is a program housed by the Institute of Education Sciences which provides recommendations for teachers based on studies they gather and evaluate. It's an excellent resource for finding specific evidence-based interventions.
For exceptional learners, other accommodations or modifications must sometimes be made to assist them in finding success. These can include changes in:
and occasionally
However, as IDEA stipulates that special education students must be given access to the same curriculum as their regular education peers, teachers must excercise caution in modifying the content of the curriculum to accommodate exceptional learners.
Another help to exceptional learners is assistive technology. This term covers a wide breadth of devices and services which can benefit people with disabilities, from rubber pencil grips to speech-to-text software.
For a more comprehensive overview of assistive technologies, check out the Assistive Technology Industry Association's page on What is AT?