Classroom Management Strategies for Inclusive Classrooms

Susan Polirstok

Special Education, Kean University, Union, NJ, USA.

DOI: 10.4236/ce.2015.610094                

Abstract

Classrooms in the 21st century have by law become inclusive, typically comprised of general education and special needs students. Included students are those who present with mild to moderate learning and behavioral challenges. They add another layer of complexity to classroom management, requiring teachers to be highly structured, consistent and reinforcing. Teacher fidelity to behavioral expectations that have been established for the classroom is essential. Classroom management strategies discussed include changing the teacher approval to disapproval ratio, using selective ignoring, focusing on structure and routine, increasing student locus of control, de-escalating student aggression and hostility, and limiting the use of punishment. Hands-on strategies are highlighted.

Keywords

Reinforcement, Punishment, Selective Ignoring, Locus of Control, Inclusion

Conflicts of Interest

The authors declare no conflicts of interest.

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