OBJECTIVES:

To identify variables in the classroom setting

that affect the learning of the students.
To identify different classroom seating
arrangements.
To know how to use the time effectively.
To apply the instructional materials for the
SPED students.
To discuss the concept of transition for
special education.
The Instructional
Environment in
Special Education
Settings
• Features the instructional environment in
the general education classrooms and how
it is modified in learning needs of a children
with special needs in special education as
well as in inclusive settings.

*Management & *Using

Organization of Instructional
The
Classroom Space Instructional
Time Effectively
environment in
*Management special
education *Managing
& Organization
of Materials Transitions
 Management and Organization of
Classroom Space

The Space
Classroom Management and
Physical Organization
Setting
 The Classroom Physical Setting
One principle of Classroom
management states that when
environmental conditions are
appropriate for learning for learning,
the likelihood of disruptive behavior
is minimized.
The classroom physical
environment is one notable variable
that affects students behavior.
Children with autism spectrum
disorders are usually sensitive to
the temperature.
Important Factors of Classroom Physical
Settings:
Lighting
Noise level
Classroom should be free from
other sensory stimulations such
odors and visuals displays
Temperature
Location of the classroom
LIGHTIN
G

A dark room invites drowsiness while a very

bright room stimulates too much activity.
Lights in the classroom are usually found
overhead.
For the visually Impaired students an increase
in illumination can help.
NOISE
LEVEL
Some students with special needs are
highly sensitive to noise.
To reduce general noise level , teachers
should separate quiet and noisy spaces as
much as possible. Headphones can be
used by individual students who prefer a
quieter atmosphere (Prater , 2007)
SENSORY STIMULATIONS
Children with special needs particularly
those with autism and behavior disorder have
a type of fixations on odor preferences as well
as colors
Dislike of odor and colors can causes
tantrums or self injurious behaviors.
LOCATION OF THE
CLASSROOM
The location of the classroom can
contribute to room temperature.
If your classroom is located at the east
side, the room can be hot in the
morning.
If it is on the west side, it maybe hot in
the afternoon.
TEMPERATUR
E
 The heat can make the children uncomfortable
causing so many out of seat behavior , so much
unnecessary talking and disruptive behavior.
 Children with Autism Spectrum Disorders (ASD)
are usually sensitive to this kind of temperature that
you will find difficulty in making them stay on task.
 Space Management and Organization

Seating Arrangements
-Effective seating arrangement is one that allows the
teacher to be in close proximity to all the students.
 Horseshoe or U-shape
-Arranging desks in a wide
horseshoe shape or
angular U-shape facilities
whole group discussions
while still forcing
students to face forward
for teacher –directed
instruction also called as
semi circle.
 Full Circle
-Some activities might
require students to
move their desk into
a closed circle on a
temporary basis.
 Cooperative Clusters
CLASSIC ROWS

By strategically forming the

Also known as the traditional rows where most of us have been sitting on since elementary all
the way through college.
-
groups based on students
personality and work style,
you can have students work
together cooperatively
throughout the day.
 The principles of proximity should
be observed when assigning seats
to children with special needs.
Proximity implies putting the child
in the action zones.
• A self contained classroom
composed of 4-5 children with ASD
will need a floor mat for activities
requiring movement.
• The location of the teachers table is
an important factor in monitoring
behavior and work progress.
 Options for Grouping Students
• Creating small groups during an activity.
Groups can provide an excellent
opportunity to teach social skills in order
to break down barriers between students
& contribute to the integration process.
• Small instructional groups can be highly
effective method of instruction. An ideal
group size to foster effective dynamics is
between 5 -6 members.
MANAGEMENT AND
ORGANIZATION OF
MATERIALS
Nature and Functions of Support Instructional Material

○ Support Instructional Material

(SIM’s)
---referred to as audio-visual aids.
---are materials or devices using
sight and sound to present
information as aids in teaching.

▪ Instructional support material includes the Audio-visual-

kinesthetic (AVK) materials used to promote learning.
▪ Audio-visual-kinesthetic materials comes in different forms.
The two-dimensional materials, concrete or three-
dimensional materials and technology-assisted materials.
 o n al m at er ial s
o -d i me n si
● Tw

a r e u s u a lly m a de
--- are flat and tio n
oa r d or c o n s t r uc
from card b
paper. a p es t
b e th e c h e
--- considered to
os t re a d ily a va il a b le.
and m
o s t co m m o n o f these are flash
◦The m r, c h a r t s,
r es , m a p s , p o s t e
cards, p i c tu y
h e y p ro v id e o n l
an d di a g r a m s . T
a l e x p e ri e n c e s .
visu
● Three-dimensional materials
--- provide experiences for
sight and tactile-kinesthetic
senses.
--- include also terrestrial
globes, models or realias,
sand tables, and diorama.
The most common hardware's are:
▫ Overhead Projected – a hardware for projecting and enlarging images
onto a screen or wall with the use of transparencies without requiring
the lights to be dimmed.

▫ Video – an audio-visual material that brings movement, pictures and

sound into the lesson.

▫Tape recorders and cassette tape – are useful for audio and
kinesthetic presentations such as speech, music, and movement.

▫ Slide – are very powerful instructional materials showing words,

diagrams or images projected through the slide projector.

▫ Computer – is a user-friendly technology most effective for

programming interactive materials.
● Assistive technology – devices and services
that improve the functional capabilities of
students with disabilities.

- Can include the Braille materials for the

blind consisting of Braille stylus and slate or
Braille typewriter for writing, and Braille
books.
Selection and Management of Materials
● Feasibility – is related to availability of
materials, cost and your ability and skill to use
the material properly.
Some practical tips can help you in the
organization of your materials:
1.Provide a storage place for all materials.
2. Store teacher materials near the teacher’s
table or near the front.
3. Student materials should be placed in
places where the child will find them easily
accessible and available.
4. A regular inspection of materials for
purpose of maintenance is highly
recommended.
 Using Instructional Time Effectively
Using Class Time Effectively
-Time is the most valuable thing a man can spent
-Time is indeed an essential part in the special
educators life. Time usage is very important for
children with special needs since they need more
time to learn than their regular peers.
School Time

Allocated Time Time on task Engaged learning time

Allocated Time
an amount of time scheduled for instruction
Time on Task
-amount of time students spend attending to
school related task
Engaged Learning Time
- amount of time students spend actively
attending to relevant instructional activities.

-when a teacher does not prepare well for the lesson

much allocated time is wasted
-the demonstration of talking, out of seat, attention
problem, and disruption(TOAD) behaviors among the
learners can result to class wasting time if the
teacher lacks the skill to handle the situation.
 when a teacher does not prepare
well for the lesson much allocated
time is wasted

 the demonstration of talking, out

of seat, attention problem, and
disruption(TOAD) behaviors among
the learners can result to class
wasting time if the teacher lacks
the skill to handle the situation.
 Planning and Scheduling Classroom Activities

The estimated loss is illustrated in the summary below

10 min. X 5days = 50min./week

50min./week = 7 ½ hours/9weeks
7 ½ hours/9weeks = 30-1 hour classes/year
30-1 hour classes/year = 6weeks of classes a year

Careful planning is essential in all educational progra

to meet their objectives. Planning and schedul
provide continuity in learning; help meet childre
developmental and needs; balance the day for t
teacher, learners, and staffs; expedite the use
materials and equipment's; and improve coordination
staff tasks.
Scheduling
-is one of the critical aspect of
planning
-can be considered as its backbone
-involves planning the length of the
session and timing and arranging
activities during the session
Every individual has a time preference
for learning and this time preference is
called “teachable moments”
8:30-8:50 Arrival Circle Time Activities such as attendance
count,greeting song,and finger play
8:50-9:20 Active work based on developmental level
9:20-9:50 Play period with child selected activities in classroom
play area/outdoor play
9:50-10:30 Toileting and snack time
10:30-11:00 Story time/ Creative dramatics/TV time
11:00-11:20 Daily living skills/ Clean Up
11:20-11:30 Quiet Time and goodbyes

*Development of motor skills and functional literacy according to

individual IEP.
*Puzzles, Cars , Dolls , and other Toys or pretend play. Outdoor play
can be scheduled twice or once a week.
Whether the schedule is whole day or half-
day session, good schedules follows these
guidelines:
1.Begin the session with a friendly, informal
greeting of the children.
2.The schedule should balance active and
quiet activities.
children's physical needs like toileting and
eating should be cared for.
3. Good schedule must permit flexibility
under unexpected circumstances such
inclement weather, or activities, not
previously planned and emergencies.
4. There should be a balance between
indoor and outdoor activities, group and
individual times, and children-selected
and teacher-determined activities.
5. Provisions for a smooth transition fro
one activity to another must be
considered.
 Maintaining learners involvement
The amount of line for students to be actively
engaged in learning, not just time on task, is
the ultimate goal of all instructional
programs.
Engaged implies that students involved
actively in a task that:
1.Relates directly to the material they are
learning
2.Is provided at the appropriate level and
stage of learning and;
3.Can be completed with a high degree of
success
 Engaged learning time
-refers to the time during which students are attending
to relevant instructional activities withy a high rate of
success.
-One characteristics that cuts across all
exceptionalities is distractibility.
They can be easily distracted by the environment.
-Most of the special needs learners spend only 50% less
being engaged in the activities within the allocated
time.
-Students engagements is a reflection of the teachers
ability to motivate students and involve them in the
learning activities.
-The time of day and the day of the week can be factors
to consider
-Engagement time must be meaningful and appropriate
to the child .
-the child may be on task but what he or she does may
not be productive.
What is the purpose of coloring?
-it develops fine motor skills, the activity has litt
relevance to the naming of objects with initial F sound

According to (Weinstein&Mignano, 1997) the way you

orchestrate the classroom activities can also influenc
engagement time.
-Students respond better when classroom activities
flow smoothly and briskly than the “jerky” slow proce
-When the teacher flip-flops (starts a topic, interrupt it
with another topic, then returns to the previous one)
students become board and lose the flow of thought.
 Managing transitions

• Concepts and
• Strategies in
Problems of
managing transitions
Transitions
 Concept and problems in transition
-Transition/s is a movement from one
activity to another.
-It is the period of time when teachers
direct students to end task or activity and
begin another.
-Ineffective management of transition time
can result to disrupting flow of classroom
activity and increased student disruptive
behavior.
-Among children with ASD or emotional
disturbance, changing from one activity to
another can become difficult times in the
school day. It can be tension-producing.
•Transitions from one type of placement to
another is a critical consideration for young
children with disabilities.
•the transition from home to school or from
nursery to kindergarten or from kindergarten
to grade school can lead to anxiety,
uncertainty and a feeling of vulnerability in
the child if the process is not carefully
planned and orchestrated.
•Transitions can also produce a “ripple effect”
within systems. Regardless to the type of
transition, the change does not only affect
the child but also his microsystem
 Strategies in managing transitions
Everyone experience transitions.
The process can be exciting, frustrating or
worrisome.
smooth, successful transitions can be
accomplished but they don’t just happen; they
demand extensive preparation on the part of
everyone involved.
The process should be foreshadowed , actively
structure and orchestrated. The transition
activities should be coordinated within an
outcome –oriented process (IDEA , 2004) where
the concern is what the students will learn and
how they will behave.
 3 high-probability instruction

-Shake their fingers

-Touch their head
-Clap their hands

-you might also provide visual or auditory signals to

alert students to end a task and get ready for the next
one.
-a soft ringing of bell can be used.
-A 5minute waiting time warning can be given.
-During the changing process, you circulate among the
students to help them, prepare for the tasks and
reduce disruptions.
3 distinct phases of Transitions
from one program to another

Preparation implementation Follow-up

Path to long term outcomes of transition for
children with special needs

Family and community support accessible

programs toward integration in the world of
work and community mastery of daily living
skills, personal-social and occupational
competencies.

• Dissability
Leads to adaptive
• Family over protectiveness
behaviors in the
• cultural biases and mainstream
prejudices •Satisfying quality of
• Spiritual value of indulgence life
•Independent living
Leads to •Occupational
1.Powerlessness productivity
2.Hopelessness
3.Long-term dependency
 4. Identify
1. Form a 3. Identify 5. Agree on
2. Schedule basic
transition possible assignments of
meetings transition
team receiving tasks
task

8. Agree on 7. Decide
9. Plan for
pre- communicat 6. Establish
follow-up
replacement ion timeliness
activities
activities procedures

11. Provide 12.

consultation Follow-up
10. Place
and other and
the child
services evaluate