Teaching in a low-incidence or self-contained special education setting involves more than just lesson plans and classroom management. It requires a layered approach to support students with extensive needs, going well beyond meeting basic academic requirements. It calls for intentional planning, consistent strategies, and collaboration among educators, families, and support professionals.
Let’s look at some practical approaches to classroom setup, behavior management, curriculum development, communication strategies, and transition planning to foster independence, engagement, and long-term success.
Behavior as the Starting Point
Behavior tends to be one of the first areas that teachers in specialized settings say they need more support with. And when you ask them, it’s often identified as one of the most challenging aspects of classroom management for all educators.
When we work with educators developing their low-incidence programs, we approach behavior through a foundation of clear, research-based principles. Educators are encouraged to look at behavior as something observable, measurable, and functional, meaning it serves a purpose for the student - whether it's to get attention, escape/avoid something, seek sensory input, or access a desired item.
Teachers learn to identify behavioral patterns using the ABC model (Antecedent → Behavior → Consequence), collect & analyze data, and build support plans that focus on teaching new behaviors rather than just reacting to maladaptive ones. It’s not about managing behavior in the traditional sense but rather about understanding what drives the behavior and responding in ways that promote growth and independence.
Focusing on Additional Skills
In these classrooms, many students need direct instruction in areas that extend beyond traditional academics. Communication, social interaction, functional skills, and daily transitions often require just as much planning and attention as reading or math.
There’s also a strong focus on collaborating with families, not just through IEP meetings, but through building consistent, productive family relationships over time. Teachers are supported in having tough conversations when needed and in making families true partners in their child’s growth.
Carly Dietz, MA, BCBA
Real-World Readiness
through Curriculum Design
An effective curriculum for students with intensive special needs focuses not just on academics but on life skills and independence:
- Daily Living Skills: Personal hygiene, household tasks, budgeting, and meal prep.
- Community Participation: Navigating public spaces, social interaction, and safety.
- Vocational Skills: Job readiness, workplace behavior, and task completion.
- Functional Academics: Applying math, reading, and writing to daily life.
- Social & Emotional Learning: Self-regulation, communication, and interpersonal skills.
- Health & Wellness: Emphasizing physical activity, nutrition, and mental well-being.
Of course, academics still matter. That’s why they’re taught through a functional lens. Instruction is linked to real-life application as much as possible.
Teachers also learn how to create SMART goals and define the Criteria of Acceptable Performance (CAP) to identify meaningful expectations based on a student’s developmental level and individual growth trajectory.
Structuring the Environment
The physical setup of a classroom isn’t just background. It shapes how students learn, move, function, and feel throughout their day. It can also help the classroom instructional team to work collaboratively and as a collective unit.
We take a very intentional approach to classroom design. Teachers learn the importance of designing a clearly defined classroom that includes spaces for: small group, one-on-one instruction, independent work, whole group activities, leisure/play, data collection, while also meeting calming/sensory needs.
Our team looks for a consistent use of visual and communicative supports, schedules, labels, task systems, and other supports that help students understand what’s expected of them and how to navigate the day with greater independence. It’s not just about making things look organized; it’s about helping students develop independence in their educational space.
Looking Ahead toward
Transitions and Adulthood
One of the most important (and sometimes overlooked) responsibilities of special educators is helping students prepare for life beyond school. That means thinking beyond age 18 or 21 and focusing on the supports, skills, and experiences that will help each student succeed in their adult life.
Our team focuses on the importance of transition planning early on. Teachers are encouraged to identify post-secondary goals (e.g., supported employment, community college), build connections with local resources, develop community resource maps, and embed real-world activities into the school day. It’s about helping students build a sense of the future while giving them the tools and confidence to move toward it.
Carly Dietz, MA, BCBA
Giving Every Student a Voice
Communication is foundational to learning and independence. Our team places a strong emphasis on students’ functional communication, whether they use speech, sign language, picture exchange systems, or AAC and speech-generating devices.
Collaboration with speech therapists, teachers, and families ensures consistency and success across environments. We recommend a combination of the following approaches:
- Behavioral & Structural Language Strategies: Including DTT (Discrete Trial Training) and NET (Natural Environment Teaching)
- Functional Communication Training (FCT): Teaching students to replace challenging behavior with appropriate communication.
- Augmentative & Alternative Communication (AAC): Leveraging tools like PECS, speech-generating devices, and communication boards.
- Generalization: Ensuring students can use communication skills across settings and with different people.
We look closely at how transitions are managed, both within the classroom (e.g., moving between activities) and between settings (e.g., shifting to a new program or preparing for adult life).
Carly Dietz, MA, BCBA
Putting It All Together
This is why we built Project Bace as a resource for educators committed to creating inclusive, supportive, and engaging learning environments. In many ways, it reflects the kind of mindset that strong special educators already develop over time: practical, flexible, and deeply focused on the individual learner.
Working in a low-incidence or self-contained classroom is deeply rewarding, but it’s also complex and demanding. By focusing on structure, individualized goals, functional skills, and effective communication, educators can help every student - regardless of ability - thrive in school, in their community, and beyond.
For more information on obtaining a better understanding of low-incidence classroom practices and program development, join us in Project BACE.
written by
Carly Dietz
Carly Dietz is a behavior analyst and the founder of a private ABA clinic focused on providing highly individualized, compassionate care. She specializes in building functional communication skills, nurturing meaningful social interactions, guiding families in effective behavior management, and supervising the next generation of behavior analysts. Her experience spans clinic, school, and home environments where she has collaborated with multidisciplinary teams to provide holistic support. Carly is a Board Certified Behavior Analyst with her Bachelors in Psychology with a focus on Early Childhood Education and her Masters in Psychology with a specialization in Applied Behavior Analysis.
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