Home | How It Works | Stats Login | Register         Case: Acting Out In one of my co-taught classes we have a student that is served under an IEP and acts out constantly. While currently his alignment report has him in the co-taught setting it has become evident that he will be more successful in the resource setting. He lacks many pre-requisite skills that he needs to be successful in this course but his IEP review isn't for another few weeks, so he will be in our class for the remainder of the semester. Because the work can seem very intimidating to him at times, rather than working, he acts out and is a constant disruption to himself and others. What are some strategies I can utilize to keep this student engaged and focused so that he is not a disruption to the rest of the class? Solution: (Rates are posted for this solution!) The root of the problem, like others have said, is that the student finds the work to be too difficult, so the student is not wanting to do the work and instead acts out. It is important to make the appropriate accommodations for the student so that the student is able to practice the skills that he or she learned on his or her appropriate level. Also, allowing the student to work with fellow peers could allow for a fruitful time as his or her confidence could be boosted through working and learning with fellow classmates.