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Getting Started— The Who, What, Where, When, Why, and How

ere it is: the Organization and Management of a Classroom (OMAC) system. It’s an easy-to-understand, easy-to-implement, and very effective system for organizing and managing all types of classrooms for students with special needs.

✦ There are six basic questions that need to be addressed before we begin. They are:

  1. Who should use this information?
  2. What exactly is the OMAC system?
  3. Where or in what type of setting should the system of organization be implemented?
  4. When or at what developmental level classroom can it be used?
  5. Why should I use this system of organization?
  6. How do I implement this system? Let me answer these questions, and then we will walk together step by step to quickly get you started.

WHO?

Who can implement this system? Anyone. This is not only a book for first-year teachers; it is also for veteran teachers. It is not a how-to-teach book for students with autism, but rather a guide to organize your teaching environment so that you are implementing research-based best practices designed to meet all the needs of your students. It can be used by anyone and for students with a variety of special needs.

This book is also for rookie teachers, fresh out of college, filled with both fear and excitement, providing an extra boost of confidence to help them successfully embark on their first classroom adventure.

WHAT?

What is the OMAC system? It consists of six organizational layers, with each chapter devoted to one layer, functioning like a recipe to create an organized and manageable classroom grounded in research-based best practice. Here’s an overview:

  1. Organization of the Classroom Environment (Chapter 4): Details the basic setup of the classroom, including furniture arrangement, traffic flow planning, and managing visual clutter using best practices.
  2. Organization of Communication and Visual Supports (Chapter 5): Focuses on using visual aids to enhance communication for students, targeting enhance expression and understanding.
  3. Organization of Teaching Methods and Materials (Chapter 6): Discusses how to organize teaching materials and methods in special education.
  4. Organization of Behavioral Interventions (Chapter 7): Offers tips for structuring behavior programs, including token economies and reinforcement techniques.
  5. Organization of Paperwork and Data (Chapter 8): Addresses managing data and paperwork required in special education, including IEP paperwork and emergency plans.
  6. Organization of Classroom Staff and Home Supports (Chapter 9): Refers to ways teachers can support additional staff and communication between home and school.
  7. Appendix: Contains printable forms and organizational templates for continued organization.

WHERE?

The OMAC system can be implemented anywhere. All teachers need a system of organization, especially special education teachers who manage extraordinary amounts of paperwork. The system is simple and can be used in inclusive classrooms, pull-out resource settings, self-contained settings, and home-school environments.

WHEN?

You can implement the system anytime, though it’s best to begin during the summer before the school year or any other time that works for you. It is valuable at any developmental age or grade level—from preschool to high school.

WHY?

Teacher stress and burnout are prevalent in special education. Adopting organized classroom management is vital for student achievement. The OMAC system includes six components addressing organization to reduce stress, enhance teamwork among staff, utilize research-based practices in autism, promote student independence, and decrease inappropriate behaviors.

HOW?

Start by creating an OMAC Classroom Organization Notebook to organize your classroom. Utilize various planning documents, including a Classroom Rubric, Staff Duty Schedule, and Student Safety Information forms to help guide the organizational process and meet each student’s unique needs.