m.
As Slavin (2003) pointed out in his book, the best way to minimize disruptive classroom behavior is to ensure that the students are engaged in their tasks. A teacher of students with special needs should adapt the tasks to meet their distinctive needs to increase their willingness and ability to perform the tasks. Therefore, the level of difficulty of the tasks must be matched to the students' current ability, regardless of their age.
Furthermore, students with autism or other disabilities tend to
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