In addition to the many things that teachers already do to foster a positive classroom environment, you might find some of these ideas helpful.;

To create a positive classroom environment:

• build a strong, supportive social environment in your classroom.
• set expectations for the student with special needs that are similar to those for all of the other students in your classroom (social, emotional and behavioural).
• discipline the student with special needs when necessary.
• create a support system for the student at recess and lunch times, and for extracurricular activities (e.g., buddy system).
• provide all students with opportunities for making choices throughout the day (e.g., games, group tasks, centre activities).
• provide for circle times or regular class meetings so students can talk about feelings, concerns, ideas, successes.
• involve all students in problem solving.
• pair students for some jobs so that assistance is available if needed.
• find a role for all students in the class regardless of disabilities (e.g., a student who is unable to run a race could be timekeeper).
• communicate positive attitudes towards students with disabilities through your own interactions, comments and behaviour.
• recognize the successes of the student with disabilities as a contributing member of the class.

Give yourself, your class and the student with special needs time to get to know each other.

• Allow yourself time to get to know the student.
• Observe and familiarize yourself with the student's needs in your classroom and other environments.
• Use the time to see how the student fits into your style and routines.
• Structure opportunities for you and the class to gain some knowledge about the student's strengths, interests and needs.

Be proactive in preventing and/or responding to teasing.

• Encourage classmates to clearly tell a student if there is a behaviour they don't like, rather than teasing about it. For example, suggest the classmate explain, "I don't like it when you bang the table," rather than laughing and pointing.
• Intercede on behalf of the student with intellectual disabilities to stop any teasing, then teach the student appropriate response strategies.

Use cooperative groupings.

• Identify roles within the small group, as appropriate for each student's abilities.
• Plan tasks to be done by the student with intellectual disabilities so they are important to the final outcome.
• Design evaluation of cooperative group projects so they reflect each person's individual contribution.