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Special Classroom Environment and Dynamics Essay

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Updated: May 9th, 2021

Components of the Classroom Environment and Dynamics

Creating an environment in which learners with exceptional needs will feel motivated to acquire new skills and achieve success is crucial to their further development. Therefore, an in-depth analysis of what constitutes the said environment is imperative. According to the outcomes of the interview with a local educator, it is essential to ensure the presence of specific spatial elements, the introduction of differentiated instructions, and the focus on improved communication.

Moreover, the interviewee mentioned that identifying students with special needs is often fraught with challenges. As a result, the threat of overlooking the necessity to introduce the specified changes to the classroom environment to facilitate an improved learning setting for students with special needs emerges (Fakolade, Adeniyi, & Tella, 2017). Based on the specified concern, one may infer that the introduction of a homogenous assessment system allowing teachers to detect learners with special needs is the first step toward addressing the needs in question.

Strategies Used to Support Learning Children

The significance of supporting learners throughout the academic process is crucial. Particularly, it is paramount to encourage them to develop independence and curiosity that will lead to their further acquisition of lifelong learning skills. The latter, in turn, will allow students to become proficient in the area of their choice, thus, engaging in consistent professional growth, as well as building the foundation for their personal development (Collier, Griffin, & Wei, 2017).

Using prior knowledge can be viewed as one of the most efficient tools for assisting students in acquiring the necessary skills and knowledge. Furthermore, it is important to encourage cooperation and collaboration among learners along with a better understanding of provided information. For this purpose, the use of peer-assessments should be considered a necessity. According to the results of the interview, students need to receive feedback from teachers to retain their enthusiasm for learning. Therefore, teachers must develop an elaborate communication strategy that will help them keep their target audience motivated.

Strategies Used to Support Learning Children with Exceptional Needs

Students with special needs (SSNs) require the active support provided by teachers (Espelage, Rose, & Polanin, 2015). Therefore, introducing strategies that will encourage students with specific needs to be enthusiastic about learning is imperative. According to the results of the interview, there is no uniform approach toward making the classroom environment meet the exceptional needs of students; instead, an educator must consider specific factors that define target learners’ success and, thus, arrange the classroom environment in the way that will facilitate a faster acquisition of relevant knowledge and skills. For instance, autistic students require a simple and function-driven arrangement of spatial elements, whereas students learning English as their second language (ESL) will need simplified instructions.

Therefore, when considering the strategies that will provide SSNs with an opportunity to develop the required knowledge and skills, one will have to focus on identifying the gaps that SSNs will have to overcome in order to adapt to the classroom environment (Collier et al., 2017). According to the results of the interview, it is essential to make a smooth transition from one academic setting to another, thus, encouraging SSNs to develop new skills and abilities (Espelage et al., 2015). At this point, active communication between teachers and SSNs must be encouraged (Espelage et al., 2015).

Finally, inviting parents of SSNs to participate in their academic progress and assist SSNs must be viewed as a necessity. It is crucial for a teacher to establish a dialogue with students’ parents and provide them with instructions about fostering their children’s academic progress, according to the information provided by the interviewee. Thus, SSNs will be given an ample chance to develop the motivation to participate.

Lessons Learned

The interview has shed a lot of light on the issue of meeting learners’ needs, in general, and the needs of SSNs, in particular. For instance, it has become clear that a teacher must ensure that the communication with learners flows in a fast and uninhibited manner. Furthermore, an array of tools for maintaining this communication consistent must be used, including both traditional media and IT devices. In addition, the strategies for meeting SSNs needs have been outlined. For example, the importance of facilitating a smooth transition to the classroom environment must be provided to SSNs to avoid problems in adapting.

Effects on the Future Classroom

The responses of the interviewee will affect future classrooms to a significant extent. Specifically, opportunities for building an inclusive environment and fostering a student-specific approach as the foundation for a student-teacher communication process will become a possibility. As a result, students with specific needs will receive the necessary support and have a chance at fulfilling their potential as learners. In addition, the concepts of motivation and lifelong learning have to be incorporated in the future teaching strategy design to create a classroom environment in which students will be excited about succeeding and learning new information and skills. As a result, the setting where all learners, including SSNs and students with regular needs, will explore the vast range of their abilities and their academic potential.


Collier, M., Griffin, M. M., & Wei, Y. (2017). Learning from students about transition needs: Identifying gaps in knowledge and experience. Journal of Vocational Rehabilitation, 46(1), 1-10.

Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 36(5), 299-311.

Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of elementary education, 1(3), 155-169.

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