"How To Set Up A Special Education Program"- Daily Schedule Overview

Now you have developed your physical space and bulletin board layouts.  It’s time to get into the nitty gritty….SCHEDULES!  You can read more about actual visual schedules for students in the visual support chapter.  This chapter will focus on the established schedule and routines within my classroom.  This chapter will go into detail about each daily event and include pictures to better explain!

Morning Fitness (8:40-9:00)
Morning Meeting (9:00-9:15)
Morning Work Centers (9:15-10:15)
Breakfast/snack (10:15-10:30)
Recess (10:30-10:50)
Book Time (10:50-11:05)
Afternoon Work Centers (11:05-12:30)
Calendar (12:30-12:45)
Lunch (12:45-1:40)
Rest Time (1:40-2:00)
Afternoon Specials (2:00-2:40)

Pack-Up/Set up Schedules (2:40-2:55)

I keep everyone on the same schedule and make individual accommodations within each rotation/activity.  By keeping the whole class **(for the most part) all together, it makes staffing and planning that much easier.  I am able to utilize my aides much easier this way!

**for the most part- by this I mean…of course not everyone can be doing everything together due to  individual/group services such as speech, or OT.  So how do I handle this? Here is how I do it... During APE, my whole class does PE.  This means that my students that do not have APE go to PE to do their own physical exercise while those that do have APE go with their teacher.  During OT, the rest of the students do a craft of some form while those with OT go to OT.  The tricky service is speech.  Lucky for me, I have been able to schedule speech at convenient times so that my students don't miss "core" academics.  When students miss something during speech or absences, they get caught up during "catch" up time.  I schedule catch up times once a week or so when we have a random occurrence that throws off our schedule (assembly, fire drill, short staffed and can't run centers, a lot of absent students, evacuative tantrum etc,)  Once they have completed all their work up until that point, they can work on a preferred academic task such as computer, iPod, iPad, puzzles, coloring etc.

***but what about those kids that can only stay on task for one minute? Simple.  They stay on schedule.  If the class is doing calendar, than he/she is participating in calendar.  However, embedded in this student's calendar routine, he/she may know that after each page in his/her calendar book, he gets to  stand up and pace for 30 seconds  or pull out his stress ball for one minute.)  ETC ETC ETC.  Check out the sensory integration chapter for more information.

****but what about those kids that are SOOO much lower than the other's that they can't participate with their peers?  Simple.  They stay on schedule.  Every child needs exposure and needs to feel included with their peers.  Every activity I do is differentiated.  For example, during reading center some students are working on comprehension, some working on sight words, and some listening to a story on a CD.  BUT THEY ARE ALL AT THE TABLE WORKING ON THEIR READING GOAL AT THE SAME TIME! etc etc etc.  Check out the curriculum chapter for more information.

Today was just an "overview" of my daily schedule.  Tomorrow I will be going into detail about Morning Meeting and Morning Fitness.

1 comment

  1. Hi, I wasn't able to click on the links to the other info (visual schedules, Curriculum chapter) thanks!