Classroom Management

As a teacher, you will need to plan ways to motivate and support students with disabilities during instruction. A matrix that identifies common supports for students with specific disabilities is a great tool to use when planning accommodations, supports, and strategies to improve engagement in classroom activities.

Use the “Classroom Management Strategies Template” to complete this assignment.

Part 1: Classroom Management Matrix

Complete the matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement of students with disabilities.

Within the matrix, list and describe one engagement strategy for each of the disability categories.

APA style is not required, but solid academic writing is expected.

This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Part 2: Strategies Rationale

Compose a 250-500 word summary that rationalizes how the described strategies promote and encourage the following in students:

  • Intrinsic motivation
  • Engagement

Support your summary with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

 

 

 

 

 

 

 

 

 

Classroom Management Strategies

Student A. Sample

Grand Canyon University: <Course>

<Date>
<Note: Even though APA does not require the
date on a title page, it is a requirement for GCU papers.>

 

 

Part 1: Classroom Management Matrix

Disability Category Strategies to Motivate and Engage Students
 

Learning Disability (LD)

 

Emotional Behavioral Disability (EBD)
 

Intellectual Disability (ID)

Autism Spectrum Disorder (ASD)
Physical Disability (PD)
Other Health Impairment (OHI)
Attention Deficit Hyperactive Disorder (ADHD)
Orthopedic Impairment (OI)
Traumatic Brain Injury (TBI)

 

Part 2: Strategies Rationale

 

 

 

 

References

 

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