Special education classrooms thrive with centers! However, knowing what types of work to include at each rotation can seem like a daunting task. Looking for some center work ideas? Read on to see what I do on my classroom!
Types of Centers
In my classroom, I do two rotations of four centers each day – once in the morning and once in the afternoon. My morning centers typically focus on reading, while my afternoon centers are math-themed. I typically have four centers. They are:
Teacher Table
Students work with me at my table for their core instruction. For reading, that might be Edmark or phonics instruction. During math, I typically use Simple Math workbooks teach core concepts. I also use IEP goal bins to take data on their progress towards achieving individual goals and objectives.
Para Table
One of the paraprofessionals who work in my classroom runs a center and works on supplemental instruction. For reading, the focus is mostly on comprehension using Simple Comprehension stories. For math, it might be reinforcing content or spiral review.
Computer Station
At this center, students complete work on computer programs. In my school district, we use iReady, Epic, ST Math, and Successmaker. These websites tailor lessons based on student progress. Depending on my students’ needs, a paraprofessional sometimes monitors this station to help students log on to the websites and make sure they are completing their work.
Independent Work Center
The independent work center can consist of a few different options. Some of my students will independently complete task box activities. Other students may do worksheets or similar work. And on Fridays, my students do fun work at this center, such as kinetic sand bins, pattern block puzzles, or board games.
Leveled Work
At each center, it is important to give students work that is tailored to their individual levels. A one-size-fits-all approach just doesn’t work in special education!
For reading or math, I start lesson planning for my centers based on the standards I need to cover each week. Then, I choose what proximal target each student should work on, based on my knowledge and observations of their abilities. For example, if the plan for the week is to work on multiplication up to 5 x 5, some students may need so start by making groups of fives. Other students may be able to solve multiplication facts using manipulatives. And yet another student may be ready to go on to higher facts. (The DLM Linkage Maps are helpful for this planning!)
Of course, student goals and objectives don’t match every standards, so I make sure to also instruct on and assess their IEP goals each week.
I choose work for my paraprofessional-run center based on the season or thematic unit we are doing. For example, the students will work on seasonal-themed comprehension stories. Or, if I am doing work on money with the students, they will do work that reinforces the concept after I teach the main lesson.
Choose Work That Will Help Build Independence
As special education teachers, we are always striving to build our students’ independence. That is why I have a mix of both guided and independent work centers.
At independent work centers, I assign work that my students have previously mastered. This allows students to complete their work without assistance. Ensuring that students can reasonably finish their tasks also cuts down on frustration and prevents student behaviors. It also is a great way to provide spiral review!
Check out the Simple Centers System™, your step-by-step solution to setting up, managing, and maintaining centers in a self-contained classroom—without overwhelm.
JOIN THE WAITLIST!
Centers are so important to the special education classroom. Choosing the proper work for your students to complete during their rotations maximizes their learning! What sort of work do you include in your center rotations? Share your best ideas!
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