10 Special Education Resource Room Best Practices

The resource room is a place where students with disabilities can receive specialized instruction and support. The resource room model is designed to provide students with the opportunity to receive direct, small-group instruction in a more controlled environment.

While the resource room model can be beneficial for students with disabilities, there are a few things to keep in mind in order to ensure that the resource room is being used effectively. Here are 10 best practices for resource rooms:

1. Provide a structured environment

A structured environment is important for students with special needs because it helps them feel safe and secure. When students know what to expect, they can focus on learning instead of feeling anxious or overwhelmed.

A well-structured environment also includes a routine that is followed each day. This predictability can help students feel more comfortable and less stressed.

Finally, a structured environment should be designed to meet the individual needs of each student. This might include having different areas for different activities, such as a quiet area for reading and a more active area for movement breaks.

2. Use a variety of teaching strategies

When you use a variety of teaching strategies, you’re more likely to reach all students in the resource room. Different students have different learning styles, so using a variety of teaching strategies ensures that all students are getting the information they need in a way that makes sense to them.

Not only that, but using a variety of teaching strategies keeps things fresh for both you and your students. If you’re always doing the same thing, it’s easy to get bored, and boredom can lead to apathy. When you mix things up, you’re more likely to stay engaged and enthusiastic about your job, and that enthusiasm is contagious.

3. Allow for frequent breaks

When students with disabilities are in a resource room, they are often working on tasks that are more challenging than their peers. This can be frustrating and overwhelming, leading to meltdowns or shutdowns.

Allowing for frequent breaks gives students the chance to take a step back, regroup, and come back refreshed. It also allows them to take a mental break from the task at hand, which can help them approach it with fresh eyes.

If possible, try to build in some flexibility into the schedule so that students can take a break when they need it, rather than adhering to a strict timetable.

4. Focus on the positive

When students with disabilities are placed in a resource room, they’re often there because they’re struggling in one or more areas. It’s easy for them—and their parents—to see the resource room as a place where they go to work on their weaknesses.

But that’s not really what the resource room is for. The resource room is a place where students can get extra help with their academics, but it’s also a place where they can feel good about themselves and their abilities.

That’s why it’s so important to focus on the positive in the resource room. When students feel good about themselves, they’re more likely to be successful in school. They’re also more likely to see the resource room as a place where they can go to get the help they need, rather than a place where they go to work on their weaknesses.

5. Set clear expectations and rules

When students know what is expected of them, they are more likely to meet those expectations. If the rules are unclear, or if they seem arbitrary, students are less likely to follow them.

It’s also important to be consistent with enforcing the rules. If students see that the rules are only enforced sometimes, they will be less likely to take them seriously.

Finally, it’s important to have a system in place for dealing with rule violations. This could include a warning system, where students receive progressively harsher consequences for each violation. Or, it could involve sending students to the resource room teacher for a discussion after each violation.

Whatever system you choose, make sure it is fair and consistently enforced.

6. Keep students actively engaged

When students are actively engaged in learning, they’re more likely to retain information and be successful. Additionally, active engagement can help prevent disruptive behaviors.

There are a variety of ways to keep students actively engaged in learning, such as using hands-on activities, providing opportunities for movement, incorporating technology, and using cooperative learning strategies.

7. Give specific feedback

When students receive feedback that is vague, they often have trouble understanding what they need to do to improve. For example, if a student is told they need to “work on their behavior,” they may not know what specific behaviors need to be changed.

On the other hand, when students receive specific feedback, they know exactly what they need to work on. For example, if a student is told they need to “raise their hand before speaking,” they know exactly what they need to do to improve.

Giving specific feedback is important because it allows students to understand what they need to do to be successful. When students know what they need to do to improve, they are more likely to be successful.

8. Plan for transitions

When students with disabilities are in the resource room, they’re usually working on individualized goals that are different from what they’re working on in their general education classes. That can make it tough to transition back and forth between the two environments.

To help make the transition smoother, it’s important to plan ahead. For example, you might want to have a brief meeting with the student’s general education teacher at the beginning of the day to go over what the student will be working on in the resource room. Or, you might want to send home a daily or weekly report to keep parents up-to-date on their child’s progress.

By taking the time to plan for transitions, you can help reduce stress for everyone involved and make sure that students with disabilities are able to get the most out of their education.

9. Work with parents

Parents are the child’s first and most important advocate. They know their child better than anyone, and they can provide valuable insights into their child’s strengths, weaknesses, and needs.

Working with parents also helps build trust and rapport. When parents feel like they’re part of the team, they’re more likely to be supportive of decisions made about their child’s education.

Finally, working with parents ensures that everyone is on the same page. Parents can help teachers understand what’s going on at home, and teachers can keep parents updated on what’s happening in the resource room.

10. Stay organized

When students with disabilities come to the resource room, they are often coming for help with specific tasks or assignments. If the resource room is disorganized, it can be difficult for the teacher to find the materials the student needs. This can lead to frustration for both the student and the teacher.

It’s also important to stay organized because it helps the resource room run more smoothly. When students know where to find things, they can get in and out of the resource room more quickly. This frees up time for the teacher to work with other students or to prepare for the next class.

There are a few different ways to stay organized in a special education resource room. One way is to use bins or baskets to store materials. This way, everything has a place and it’s easy to grab what you need. Another way is to use labels. This can help students who are non-verbal or have difficulty reading.

Whatever system you use, the important thing is that it works for you and your students.