There has been limited research on the effects of spatial density on the social interaction of preschool children, particularly those with disabilities. Further, findings of existing studies need to be viewed cautiously due to a number of methodological difficulties including contrived small groupings of children and atypical intervention…

Factors of location, use of space, room arrangement, and time-out area are examined for their effects on resource room programing for exceptional students. (CL)

The effects of classroom lighting methods on activity level, achievement, visual acuity/fatigue, and health of nonhandicapped and handicapped students are reviewed. Effects of different levels of illumination on behavior also are discussed. Methodological deficiencies and lack of replication have resulted in few tenable conclusions. (Author/CL)

Suggestions are offered for organizing classrooms to promote learning by all students, including those with special educational needs. Two case studies illustrate the impact of reorganization of intermediate grade classrooms in terms of time on task, motivation, noise level, teacher-student communication, and other factors. (JDD)

Techniques for developing a schedule in an early intervention program for handicapped students include setting the stage, selecting and arranging the time blocks, scheduling individual and group programs, and assigning staff. Classroom arrangement decisions must be made and the schedule should be evaluated in relation to individualized education…

Ways that preschool environments can be organized to avoid behavior problems are discussed, along with the implications of these arrangements for students with disabilities who are making the transition from preschool to elementary school settings. Also noted is the relationship between environmental arrangement and direct contingency management…

This article discusses ways that educators and caregivers can enrich traditional block play for young children with disabilities in inclusive settings. Strategies are provided for arranging the physical environment, using accommodations for children with disabilities, setting the stage for block play, interacting with children, and evaluating…

Factors in the physical arrangement of special education classrooms that may lead to greater instructional control and structure include teacher proximity and view, separation of space, and reduction of extraneous stimuli. The issue of making classrooms more relaxed and home-like versus structuring them like regular classes to prepare students for…

Organization of materials and stimuli presented on classroom walls can enhance acquisition, maintenance, and generalization of concepts presented to students, according to a limited study of elementary (including some special needs) students who were compared with students taught in a traditional situation. (CB)

To assist teachers in promoting successful transitions of preschool children with handicaps to integrated preschools or kindergartens, this article summarizes research findings on teachers' classroom organization, behavioral characteristics of most and least independent children in mainstream settings, and differences in the instructional…

Relates personal experiences to the challenges of the inclusive classroom. Details recommendations for inclusive classrooms, including the following: value each child's uniqueness; individualize expectations and goals; adapt the classroom environment to support children's needs; tailor staff responsibilities to support children's needs; and…

The classroom teacher in preschool special education must focus attention in several areas in order to create a smoothly operating and effective classroom environment. Because most of the learning experiences provided for young children are dependent upon interaction with materials, attention must first be given to purchasing and gathering…

This article describes an inquiry-based science project, presents the professional development that supported it, gives recommendations to teachers of inclusive classrooms, and provides a practical checklist for program assessment. A list of teacher characteristics recommended for the inquiry approach is also provided, along with classroom design…

This article describes student teachers' strategies for creating communities in special education classrooms that can produce class unity and pride, respect for each other, increased self-esteem, and the learning of life skills. Ways of developing communities while still addressing individual student goals are discussed. (CR)

The manual is intended to help new teachers in North Carolina provide education and related services to handicapped and gifted students. The first section discusses general resources for beginning teachers. Topics covered include getting the room ready, preparing to manage behavior, enjoying the first day of school, managing classroom problems,…