10 Special Education Strategies Every General Ed Teacher Should Know

I spent my first three years teaching in a co-taught classroom alongside an incredible special education teacher. What I learned during that time changed how I teach forever—not just for students with IEPs, but for every student who walks through my door.

The truth is, special education strategies aren't just for special education students. They're research-backed approaches that make learning more accessible for everyone. Here are ten strategies I use daily that came straight from the special education toolkit.

1. Chunk Everything

Breaking tasks into smaller, manageable pieces isn't about dumbing anything down—it's about reducing cognitive load. Instead of "Read chapter 4 and answer the questions," try:

• Read pages 78-80
• Write down two main ideas
• Read pages 81-83
• Answer questions 1-3
• Take a two-minute break
• Continue with questions 4-6

This works for students who get overwhelmed, students who struggle with executive functioning, and honestly, for students who just had a rough morning.

2. Make Directions Visual and Permanent

Saying directions once, even twice, isn't enough. Write them on the board. Project them on the screen. Keep them visible while students work.

I use a consistent spot on my whiteboard for daily directions. Students know exactly where to look when they forget what they're supposed to be doing. This simple change cut my "What are we supposed to do?" questions by at least 60%.

3. Provide Multiple Means of Representation

This is straight from Universal Design for Learning (UDL). Don't just lecture. Don't just assign reading. Mix it up:

• Show a video clip
• Use a graphic organizer
• Incorporate hands-on activities
• Include real-world examples
• Add diagrams or illustrations

When I taught the water cycle, I didn't just explain it—I showed animations, we built models with plastic bags and water, students drew diagrams, and we read about it. Different students connected with different representations, but everyone understood.

4. Build in Processing Time

After asking a question, count to ten in your head before calling on anyone. It feels like an eternity at first, but this wait time is crucial for students who need extra processing time—which includes English language learners, students with language-based disabilities, and anyone who's just a thoughtful processor.

Bonus: the quality of answers improves dramatically when you give everyone time to think.

5. Use Behavior-Specific Praise

"Good job" is nice, but "I noticed you started your work right away without needing a reminder" is powerful. Behavior-specific praise tells students exactly what they did right, making it more likely they'll repeat that behavior.

This strategy helps students with ADHD, students on the autism spectrum, and really all students who benefit from clear expectations and positive reinforcement.

6. Teach to Mastery, Not to Coverage

This was the hardest shift for me. I was so focused on getting through my curriculum that I was leaving students behind. My special ed co-teacher helped me see that teaching something once and moving on isn't actually teaching—it's just coverage.

Now I teach fewer things more deeply. I spiral back to important concepts. I check for understanding constantly and reteach when needed. Yes, I cover less content, but my students actually learn and retain more.

7. Provide Scaffolds, Then Fade Them

Scaffolding means providing temporary support that you gradually remove as students gain independence. This might look like:

• Sentence frames that eventually disappear
• Partially completed graphic organizers that become blank over time
• Word banks that slowly shrink
• Models that become less detailed

The key word is temporary. The goal is always independence, but we can't expect students to get there without support.

8. Create Flexible Seating and Movement Options

Some students focus better when they can move. This isn't a reward or a privilege—it's a need. I have:

• A few standing desk converters
• Wobble cushions
• A couple of exercise balls
• A small rug area for floor work
• Fidget tools in a basket

Students know they can use these tools as long as they're working. The rule is simple: if it helps you focus, use it. If it becomes a distraction, we try something else.

9. Offer Choice Within Structure

Autonomy is motivating, but too much choice can be overwhelming. I provide structured options:

"For this assignment, you can write a traditional essay, create an infographic, or record a video explanation. All three need to include these four required elements."

Choice increases buy-in while clear parameters ensure everyone meets the learning objective.

10. Focus on Progress, Not Perfection

Growth mindset isn't just a buzzword—it's essential. I explicitly teach students that:

• Mistakes are part of learning
• Effort matters more than innate ability
• Everyone learns at different rates
• Today's struggle is tomorrow's strength

I share my own learning mistakes. I celebrate improvements, even small ones. I grade based on growth, not just final products.

The Bottom Line

Every student has unique learning needs. Some needs are identified and documented in an IEP, and some aren't. But every student benefits from clear instructions, multiple representations of content, appropriate scaffolding, and an environment that celebrates growth.

These strategies made me a better teacher for all my students—not just those with identified disabilities. They've helped my advanced students push themselves further, my struggling students access grade-level content, and my right-in-the-middle students stay engaged and growing.

If you're looking to implement these strategies more consistently, tools like LessonDraft can help you plan differentiated lessons that incorporate multiple means of representation, scaffolded activities, and clear learning progressions—all in a fraction of the time it would take to plan from scratch.

Start with one or two strategies. Try them for a few weeks. Notice what changes. Then add another. Small shifts in practice can create major changes in student learning.

What special education strategies have made the biggest difference in your classroom? I'd love to hear what's working for you.