In this field activity, the two classrooms that were observed (kindergarten-to second grade and third-to-fifth grade) catered primarily to students with autism. Based on the observations of students in these two special education classrooms, interviews with the teachers and the analysis of the classroom management artifacts, the following characteristics of an effective classroom management plan have been identified. Before delving into them, it is important to note that the characteristics of a classroom management plan, which will minimize disruptive behavior and maximize motivation and learning of students with special needs, will differ from those for typical students. Because of the unique needs and difficulties experienced by their students, the teachers interviewed have had to devise proactive classroom management strategies that incorporate flexible instructional approaches to prevent students from engaging in disruptive behavior due to frustration. Other aspects that need to be considered include the students' sensitivity to sensory factors in the classroom environment and the students' adherence to predictable classroom routines. The specific characteristics of a generic classroom management plan for special education students will be presented in individual sections.
The teacher's overall objectives constitute the foundation of the classroom management plan in special education settings:
To enhance students' academic performance by using instructional aids that are required to support it;
To improve students' social behavior in the classroom;
To increase students' ability to function independently in the classroom; and
To augment students' level of self-esteem and self-confidence.
The final objective highlights the fact that even though students in special education settings have unique needs, their self-esteem and self-confidence also lie at the heart of their motivation to study, as in the case ...