Having visited and/or provided consultation to many special education classrooms, I can say with sincerity that there are several components that are always evident in exemplary classrooms:
#1: a teacher who has a positive attitude about his/her program. Educators who are not "on-board" with teaching the students in their classrooms will not be as effective as those that are. Teachers who are excited to teach = students who are excited to learn.
#2: a properly staffed classroom. The number of children assigned to the room, the severity of their behaviors, whether or not they are independent in their daily routines, as well as the degree of the students' communication deficits should be the deciding factor as to how many adults should be servicing the classroom.
#3: the presence of technology for communication and learning. I-pads are wonderful assets to include in the classroom, but they should be used as teaching tools and not just for "games." Smart-boards, communciation devices, and other assistive technology are evident and integrated in exceptional special education classrooms.
#4: the presence of visual supports. Most children with disabilities require them. At some point, they will most likely demonstrate their need for them with disruptive behaviors.
#5: structure. Good special education classrooms have evidence of structure in the form of predictable routines and procedures for learning, "down time", and behavior interventions.
#6: reinforcers. Many children with disabilities require extrinsic motivation. Those who work with these students should be equally reinforcing and positive as well.
#7: active participation in their school's environment. Gone are the days when kids with special needs were housed in a basement classroom. Special education students should be readily included in typical classrooms, activities, and other aspects of the school day. And, they should be welcomed and supported by all staff in that building.
#8: evidenced-based programming. Teachers in special education classrooms should be able to present data with regards to progress on goals and make decisions about programming based on that data. For older students, data should govern transition plans as well.
#9: training. Most educators will require training and/or consultation to meet the needs of the most difficult students.
#10: supportive and involved administration. Principals and other administrators need to understand what is happening in the classroom, be supportive of the staff and students, and help to establish trusting relationships with parents. They should be "champions" for their inclusion in the building where they attend.
#11: good relationships with families. Kids with disabilities benefit immensely when school and home environments are "on the same page."
#12: flexibility. Teachers and staff who can react calmly in a crisis, distract and "re-group" escalated students, and develop trust with their students are worth their weight in gold!
#13: behavioral supports. Special education classrooms that utilize applied behavior analysis to complete functional behavior assessments and to develop positive behavior support plans will have children who are learning needed replacement skills for difficult behaviors.
#14: multi-sensory education. There should be plenty of evidence of visual, tactile and kinesthetic teaching experiences.
#15: appropriate work. Examples: Field trips are not just trips to "get out of the building", they are planful and supported by IEP goals. Tasks should not be too repetitive for students who have already demonstrated mastery. "Breaks" should be short in duration and not used to "take up time." Lesson plans are utilized and adaptations for individual children are evident.
Special education professionals can use the above checklist to self-evaluate their own special needs classrooms. Doing so can only result in positive outcomes and increased learning for children with disabilities.
