For most children, school feels straightforward: Sit in class, complete assignments, line up for lunch, play with friends, and go home. However, for students with disabilities, each part of the day is supported by carefully designed systems that ensure access and progress. And since special education challenges are unique, so are special education classrooms.

One student may need a visual schedule to combat anxiety around unexpected changes. Another might find themselves overwhelmed by flickering classroom lights, requiring a carefully adapted environment. Another student may watch his peers chatting at lunch but feel unable to join in.

Each of these needs calls for a different instructional environment and support strategy. That is why special education classrooms are designed along a spectrum, from full inclusion settings to specialized programs with intensive support.¹

Understanding these different types of special education classrooms is critical for any educator who wants to ensure that all students thrive in class.

Why Placement Matters in Special Education

A classroom placement is successful if the student can access learning and progress toward their Individualized Education Program (IEP) goals.

Under the Individuals with Disabilities Education Act (IDEA), these decisions are never made in isolation.² They involve a team of educators, specialists, administrators, and the family, all working together to choose the least restrictive environment (LRE). The goal is for students to learn alongside their nondisabled peers as much as possible while receiving the support they need.

The classroom placement process is also deeply individualized. It requires:

• Examining assessment data
• Understanding the student’s strengths and barriers
• Using services to create an environment where the student can feel valued and capable

When done well, placement lays the groundwork for everything else: instruction, therapy, peer relationships, and long-term confidence. Educators with a Special Education Teaching Credential are uniquely prepared to participate in these decisions and tailor placements based on student needs.

Different Types of Special Education Classrooms

No two students require the exact same support. That is why special education offers a range of classroom models for different levels of instructional, behavioral, and therapeutic needs.

General Education with Push-In Support

Imagine a classroom where everyone learns together, but some students also receive individualized help. That is the essence of push-in support. In this model, special education teachers or aides work within the general education classroom to support students without pulling them out.

In Nebraska, this model has gained momentum. Administrators in the state wanted students to stop feeling like they had to “earn” their place in general education. Now, special educators work alongside classroom teachers as partners, and the results are promising. Between 2021 and 2024, the percentage of Nebraska’s third-grade students with disabilities who met math proficiency standards rose from 18% to 29%.³

The push-in setup is ideal for students who:

• Need mild to moderate support to stay ‘on track’
• Can thrive alongside their peers with the right support
• Prefer not to be removed from the classroom to receive extra academic help. Instead, they receive it where learning naturally happens, right at their desk, with everyone else.

Educators in these settings often begin by asking, “What does a special education teacher do to make inclusion possible?” The answer often includes collaboration, creativity, and a strong belief in student potential.

Co-Teaching or Collaborative Classroom

In a co-teaching model, a general education teacher and a special educator ‘co-pilot’ the classroom, each providing their unique expertise.

This model goes beyond ‘helping out’ or ‘checking in on’ students with disabilities. Instead, it is a fully integrated approach where both educators work side by side.

For example, while the general educator may lead a science experiment, the special educator might go around the room providing vocabulary prompts or adapted materials for students with language differences. During reading, educators might split the classroom into parallel groups, teaching the same content in different ways.

While co-teaching normalizes differences in student learning styles, it can also help teachers. Planning, troubleshooting, and celebrating breakthroughs with another educator can lighten the emotional and cognitive load that teachers often carry alone.

In fact, for a first-year special education teacher, some co-teachers view their collaboration as valuable professional development.⁴

Resource Rooms (Pull-Out Services)

Sometimes, the best way to support a student is to give them a break from the larger classroom experience to focus deeply on skills they are still building. This is where resource rooms come in.

In a resource room model, students spend most of their day in general education. However, they are also “pulled out” for short periods to receive targeted instruction or interventions in a separate space. These sessions are often led by special education teachers trained in intensive special education strategies, such as phonics for reading or executive function coaching to help students start tasks on time.

In practice, the resource room model might look like this:

• A fifth grader struggling with reading comprehension might join a resource room group of three peers for 45 minutes each morning.
• Here, the special educator uses direct instruction with visual cues and repeated reading to strengthen the student’s fluency.
• Later that day, the student returns to their general education class, ready to apply these skills.

Despite their benefits, effective resource rooms require careful coordination. When general and special educators plan together, students are less likely to miss critical whole-class instruction. In other words, this model is most successful when it complements, rather than replaces, student participation in the general curriculum.

Self-Contained Classrooms

For some students, the typical general education environment (even with push-in or pull-out supports) does not provide the intensive, personalized instruction they need. In these cases, a self-contained classroom can give them the best opportunity to learn.

Here is what you need to know:

• Self-contained classrooms are designed for students with moderate to severe disabilities who require a small, structured learning environment throughout the school day.
• Class sizes are small, often between 4 and 12 students.
• The staff-to-student ratio is high, including special educators, paraprofessionals, and sometimes therapists.

It is important to note that self-contained does not mean isolated. Inclusion opportunities are built into IEPs, such as joining general education peers for art or physical education classes. Ultimately, the goal is to provide a safe and effective learning environment for special education students while ensuring they remain connected to the broader school community.

Special Day Class (SDC) or Special Schools

For some students with disabilities, learning in a general education setting is not entirely feasible. This is where Special Day Classes (SDC) and Special Schools shine, providing safe, supportive spaces where special education students can learn better and thrive.

An SDC is a classroom typically located inside a general education campus, but it serves only students with specific disabilities or learning needs. These classes have smaller student-to-teacher ratios (like 6:1:1, with 6 students, 1 teacher, and 1 aide), a specialized curriculum, and targeted behavioral supports.

However, students with complex medical conditions or significant intellectual disabilities often require much more than what a general campus can provide. Special Schools are designed to serve these students exclusively.

These schools act as an entirely separate learning environment for students with special needs. They feature:

• Therapeutic staff
• Adaptive physical education
• Mobility training
• Other services at hand

Factors That Influence Classroom Placement

Classroom placement decisions begin with comprehensive assessments: academic, behavioral, psychological, and functional. Teams look at:

• Levels of performance
• Areas of strength
• Barriers to learning
• IEP goals: Where can they best be addressed?

Behavioral needs also influence placement. A student requiring daily behavior intervention or crisis de-escalation support may need an SDC with embedded therapy. Equally vital is family input. Parents know their child’s triggers and past school experiences, and this knowledge can help determine what placement will work best. Knowing the best practices in special education can help you stay aligned with your goals.

At Alliant International University, future special educators are prepared to participate meaningfully in these discussions. Through coursework and field work experience approved by the California Commission on Teacher Credentialing (CTC), you will gain practical knowledge on working with students at early childhood, elementary, middle, and secondary levels.

How Alliant Prepares Educators to Teach in Every Type of Classroom

Courses at Alliant go beyond theory. Here is what you can expect from the special education credential program at Alliant:

• Candidates learn the foundations of inclusive education, going one step beyond accommodation to truly integrate students with disabilities into a classroom.
• Through repeated emphasis, IEP collaboration becomes second nature. What’s more, the coursework at Alliant trains you to see IEP meetings as opportunities to advocate for the students you will teach.
• Trauma-informed practice is another pillar of the program. You can explore how a student’s history of nature and nurture can shape their relationships and behavior. You will also learn how to respond with empathy rather than react impulsively.
• Differentiated instruction is woven throughout the curriculum. Whether adapting grade-level lessons for different readers or modifying algebra for students with dyscalculia, Alliant students can gain confidence in tailoring content.
• Finally, the program’s emphasis on culturally responsive, student-centered design will push you to examine your viewpoints and create classrooms where every student feels heard, seen, and respected.

Choosing the Right Path for Your Special Education Career

As you picture your future in special education, ask yourself: Where will I make the greatest impact? Maybe you will thrive in an inclusive classroom, collaborating with general educators to adapt lessons seamlessly. Or perhaps you feel drawn to more intensive, specialized careers in special education, where you can provide individualized care to your students.

Wherever your path leads you, Alliant International University is here to help prepare you. With expert faculty, embedded clinical practice, and a focus on equity, you can graduate ready to advocate and teach in any special education setting.

Take your next step in your teaching journey and explore our offerings today.

Sources:

1. Bairbre Tiernan. “Inclusion versus full inclusion: implications for progressing inclusive education.” European Journal of Special Needs Education. August 01, 2021. https://doi.org/10.1080/08856257.2021.1961197. Accessed July 31, 2025.
2. Kyrie E. Dragoo, Abigail A. Graber. “The Rights of Students with Disabilities Under the IDEA, Section 504, and the ADA”. Library of Congress. May 17, 2024. https://www.congress.gov/crs-product/R48068. Accessed July 31, 2025.
3. Jackie Mader. “Nebraska Keeps Special Ed Students in General Classrooms, With Promising Results”. The Hechinger Report. June 09, 2025. https://www.governing.com/policy/nebraska-keeps-special-ed-students-in-general-classrooms-with-promising-results. Accessed July 31, 2025.
4. Vasilis Strogilos, Margaret E. King-Sears, Eleni Tragoulia, Anastasia Voulagka, and Abraham Stefanidis. “A meta-synthesis of co-teaching students with and without disabilities.” Educational Research Review. February 27, 2023. https://www.sciencedirect.com/science/article/pii/S1747938X22000732. Accessed July 31, 2025. 

The content of this page is only for informational purposes and is not intended, expressly or by implication, as a guarantee of employment or salary, which vary based on many factors including but not limited to education, credentials, and experience. Alliant International University explicitly makes no representations or guarantees about the accuracy of the information provided by any prospective employer or any other website. Salary information available on the internet may not reflect the typical experience of Alliant graduates. Alliant does not guarantee that any graduate will be placed with a particular employer or in any specific employment position.