Let’s be honest—those first few weeks of school in a special education classroom can feel like herding squirrels during a thunderstorm. There are new schedules, new students, new paraprofessionals, and so many IEPs to read. But if you can take time in those early days to teach, reteach, and reinforce a few key expectations, you’re setting yourself (and your students!) up for a much smoother year.
Here are 10 foundational rules and expectations that are absolutely worth your time and energy during those first weeks of school.
1. We all belong here.
Before anything else, create a culture of safety and belonging. Teach your students that your room is a place where everyone is respected, valued, and included—no matter how they communicate, move, or learn. Model it. Post it. Say it daily.
2. Ask for help—any way you can.
Whether your students use words, signs, pictures, AAC, or gestures, help them understand that asking for help is always okay. In fact, it’s awesome. Practice it. Praise it. Turn it into a classroom superpower.
3. Hands to self.
This one’s a classic for a reason. Teaching personal space helps everyone feel safe. Be clear, be consistent, and be visual. For some students, “hands to self” might mean keeping toys to themselves too—we see you, sneaky Lego grabbers.
4. Kind words (or actions) only.
For students with limited verbal skills, teach what kindness looks like—sharing, smiling, high-fives, helping clean up, etc. For verbal students, talk about tone of voice, respectful language, and handling frustration in better ways than screaming into a beanbag (although hey, sometimes… valid).
5. Breaks are healthy—not punishments.
Make sure students understand that breaks are part of learning, not something they have to “earn.” If your classroom uses a break or calm down area, teach exactly how to ask for one, what it looks like, and how long it lasts.
6. We all follow the schedule.
Special ed classrooms often have multiple schedules (hello, visual icons and color-coded charts!). Whether you use a big group schedule, individual ones, or both, explicitly teach how to follow them. Predictability builds trust—and decreases meltdowns.
7. Try first, then ask for help.
We want our students to feel capable. Encourage the “I’ll try” mindset before the “I can’t.” That might mean using a checklist, starting one problem, or just giving it a shot before raising a hand (or pushing the help button on their AAC).
8. Quiet bodies, calm voices (when needed).
We know regulation looks different for everyone. But helping students learn when and how to self-regulate—especially in group settings—is essential. Teach calming strategies and when it’s okay to let loose (hello, sensory time!).
9. Keep your stuff with your stuff.
It might sound simple, but teaching students to manage their materials—folders, fidgets, pencils, tech—can prevent so many battles. Label things, use visuals, and teach where items go (and that Jeremy’s backpack is not community property).
10. It’s okay to make mistakes.
Normalize it. Celebrate it. Model it. When students understand that mistakes are part of learning—not something to be ashamed of—they’ll take more risks and build resilience. Plus, you get fewer pencil-throwing tantrums when a math problem goes sideways.
Just the Start of Rules and Expectations
The truth is, these 10 rules and expectations aren’t just classroom management tools—they’re relationship builders. When students know what to expect, they feel safer. When they feel safer, they can learn. So take the time to model, practice, and revisit these early and often. It’s not wasted time—it’s an investment in your year.
And hey, don’t forget to teach your para team these rules, too. Consistency is the secret sauce in special ed—and it tastes a whole lot like calm, confidence, and success.
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