1. Positive reinforcement-I believe that using positive reinforcement is a great way to encourage good behavior in my classroom. Students will work and keep a good behavior to gain privilege. I have seen teachers use this strategies with children that have autism by given students tokens for good behavior and in the end of the week students can change their tokens for a price. 

2. Problem-Solving Model- I believe that this strategy is great because teachers and staff get the opportunity to work in teams for the benefit of the students. This model will give the teacher the opportunity to find strategies of teaching math and reading for students that have hard time learning this subjects. 

3. Establishing Positive Classroom Climate- I feel that this strategy is one of the most important for teachers because we have to provide an environment in which children feel comfortable,and safe in order for them to have a positive learning experience. Also having a positive classroom climate includes doing accommodation for children that have disabilities so that they feel the support and the interest from the teacher. 

4.Self-Regulation- I believe that this strategy is very good because as a teacher you will show students to control their temperament and also encourage students to take responsibility for their actions. I have had the opportunity to see this in the special education classroom design for children with autism and have seen that some students know to self regulate. 

5.Cooperative Learning Groups- I believe that this strategy is great because it gives children the opportunity to "learn such lessons as hoe give and receive help, how to listen and respond to their ideas of others, and how to complete a task as a team" (  Vaughn, Bos, Schumm, , & Vaughn, 2007). Working in cooperative learning groups will give children with disabilities the opportunity to work on their communication skills, and social skills. 

Reference: Vaughn, S., Bos, C. S., Schumm, J. S., & Vaughn, S. (2007). Teaching students who are exceptional, diverse, and at risk in the general education classroom. Boston: Pearson Allyn & Bacon.