Perspectives of desired classroom from the teacher and student with LD perspective are given. They are summarized in Table 8.1, page 128. The authors describe how classroom management works when a paradigm active, or a social constructionist approach to learning, is used. In this case management is a consequence of effective strategy. Classroom management is identified as a primary problem for new teachers.
Good management benefits students with different learning needs.
Zigmond, N, Organization and management of general education classrooms. The author looks at the organization of elementary classrooms and how they function in regular education. Discussion compares how classrooms function with students with LD and without. Reid Lyon, Methodological issues and strategies for assessing developmental change and evaluating response to intervention Lyon discusses the difficulty of effectively assessing ecological models of classroom intervention and change. Other models of models of investigation are suggested.