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Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities

Common-Sense Classroom Management Techniques for Working With Students With Significant Disabilities

First Edition

Foreword by Lou Brown

December 2008 | 144 pages | Corwin
Help ensure full participation, educational equity, and self-sufficiency for students with disabilities! This invaluable resource provides teachers with commonsense ideas and strategies to help ensure the best possible educational outcomes for learners with significant disabilities. Readers will find charts, graphs, sample forms, and web-based resources for developing high quality educational practices to help students achieve their full potential. Practical techniques to adopt or modify for learners with or without disabilities cover a wide range of topics and include:

"Organizing students and the classroom

"Building academic and functional skills

"Preparing for transitions

"Working with support staff

"Communicating with parents and caregivers

Foreword by Lou Brown
About the Authors
Introduction and Overview
1. Getting Ready
Time Organization

Student Information

Finding Appropriate Materials and Adaptive Equipment

Physical and Visual Arrangements Within the Room

Helping Administrators, General Education Teachers, and Support Staff Understand the Needs and Abilities of Students

Knowing Your Community

2. Organizing the Students and Their Learning Environment
The IEP and Planning

Grouping Students

Developing Daily and Weekly Schedules

Individual Student Planning in a Variety of Learning Environments

Developing Lesson Plans

Documenting Student Progress

Working With Classroom Support Staff

Community Experiences and Instruction

Advocating for Your Students and Exploring Inclusive Learning Environments

3. General Planning: Curriculum and Methods of Instruction
Consistency, Structure, and Routine

Student Full and Partial Participation in the General Education Classroom

Systematic Instruction and Fading


Blending Academic and Functional Curriculum Models

4. Academic Planning
Inclusion, Least Restrictive Environment (LRE), and IDEIA

Academic and Content Standards and Writing Individual Education Plans (IEPs)

Curriculum, Instructional, and Assessment Planning

Inclusive Instructional Strategies and Adaptations

Active Participation Versus Presence Only in the Classroom

Collaboration and Team Planning

5. Functional Planning
Planning for Community and Functional Skills Instruction

Functional Learning Outcomes

Functional Instruction

Inclusive Examples

Social Skills and Peer Relationships

Self-Advocacy and Self-Determination

Transition and Outcomes

6. Assistive Technology as a Learning Support
Definition of Assistive Technology (AT)

The SETT Framework

Use of Assistive Technology for Communication

Use of Assistive Technology to Access Literacy

Use of Assistive Technology to Control the Environment

Use of Assistive Technology to Hold Things

Use of Assistive Technology to See Better

Use of Assistive Technology to Hear Better

Use of Assistive Technology for Computer Access

Use of Assistive Technology for Eating or Dressing

Use of Assistive Technology for Access to Recreation and Leisure

Documenting Assistive Technology in the IEP

7. Understanding Behavior

Determining Cause and Supporting the Student

Developing a Support Plan for Difficult Behaviors in Different Settings

Shaping Behavior and Rewards

8. Working With Related Service Providers and Other Support Staff
Defining Related Services

Models of Service Delivery

Teacher Tips for Working With Related Service Providers

Finding Time for Collaboration

Role of the Occupational Therapist

Role of the Physical Therapist

Role of the Speech and Language Pathologist

Working With Other Support Personnel

9. Communication With Parents and Guardians
Developing a Positive Relationship With Parents or Guardians

Coordinating School and Home Expectations

Ongoing Communication Strategies

IEP Team Meetings

Parent-Teacher Conferences

10. Transition
Parent and Student Involvement

Transition in Early Development

School-Age Transitions

Identifying Adaptive Equipment Needs

Developing Postsecondary Goals

Planning a Coordinated Set of Activities to Help Meet Postsecondary Goals

Determining Community Resources


“A book that is sure to help both new and veteran teachers plan instruction, collaborate with colleagues, design curricular adaptations, and advocate inclusive education. Written by experienced practitioners, this resource is full of teacher-tested ideas.”

Paula Kluth, Educational Consultant
Common Schools Consulting

“This book provides excellent guidance for the successful implementation of IEPs for students who have very challenging needs. The information is research based, guides good practice, and provides clearly stated expectations.”

Mary Reeve, SPED Director
Gallup-McKinley County Public Schools, NM

Sample Materials & Chapters


Chapter 1

For instructors

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ISBN: 9781412958196