Michael Troeger, a New York-based educator, understands how foundational predictability and visual structure are to student success—especially in inclusive classrooms. In his work with students across a wide range of learning profiles, he emphasizes the role of tools that promote independence rather than foster dependence. Among the most effective are visual schedules and timers—simple but transformative supports that improve transitions, reduce anxiety, and increase student engagement.
Visual schedules and timers give students the means to anticipate what’s coming next, how long something will last, and how to prepare for the shift. These tools are essential for students with disabilities such as autism, ADHD, and anxiety, but they also support general education students who benefit from consistent structure. According to Troeger, when used intentionally, these tools help students reduce their reliance on adult prompting and gain more control over their own learning experiences.
Instead of viewing them as classroom management aids, Troeger sees these tools as systems of empowerment. They create consistency, reduce frustration, and allow students to become more proactive and confident. In this way, visual tools do more than just help students get through the day—they create a platform for independence that carries into other environments, including the home and community settings.
In any inclusive classroom, a diverse mix of learning styles and needs creates a complex environment for both students and teachers. For students who experience difficulty with change, ambiguity, or transitions, unpredictability can lead to emotional dysregulation and off-task behavior. Michael Troeger addresses this by embedding visual tools that make classroom expectations clear and accessible.
A visual schedule presents the flow of the day using pictures, symbols, or text, depending on a student’s needs. When students can see what’s happening now, what comes next, and how long an activity will last, they feel more in control. This simple clarity reduces the anxiety many students feel when caught off guard or confused about what’s expected of them. Instead of having to ask repeatedly or wait for adult confirmation, students refer to the schedule independently.
Timers add a crucial second layer of support. Many students struggle to understand the abstract nature of time—especially those with executive functioning challenges. A timer gives shape to the day. Whether it’s used for a five-minute transition, a ten-minute break, or a work session, it eliminates the need for constant verbal reminders. Students begin to manage time more effectively and shift activities more calmly.
By reducing anxiety and increasing clarity, these tools create a more peaceful, focused learning environment that benefits everyone in the classroom—not just students with IEPs.
Executive functioning skills are essential for academic and behavioral success, yet many students with learning differences struggle in this area. Skills like planning, organizing, task initiation, and transitioning require mental energy and internal regulation that some students simply haven’t developed yet. Michael Troeger’s classroom approach compensates for these gaps by using external supports—visual schedules and timers—as bridges to independence.
Rather than expecting students to remember what’s next or how long to stay on task, Troeger gives them visual guides that support them throughout the day. Schedules act as an external organizer. Students learn to reference them before asking an adult what to do. In time, this routine becomes internalized. They anticipate transitions, prepare materials, and begin tasks without repeated prompting.
Timers, when used effectively, help with pacing. Whether a digital countdown clock, color-based visual timer, or sand timer, these tools give students an understanding of time that helps them manage tasks and stay on track. Troeger emphasizes that pacing is not just about efficiency—it’s about helping students build stamina, focus, and a stronger sense of control.
Together, these supports reduce frustration and increase independence. When students know what’s expected and how to manage their time, they are less likely to act out, shut down, or disengage. Instead, they become active, capable participants in their own learning.
One of the central goals in special education is fostering student independence. Yet many students with learning or emotional challenges rely heavily on adult prompting, often needing reminders to start tasks, stay on track, or transition smoothly. Michael Troeger believes that while guidance is necessary, too much adult intervention can prevent students from developing self-regulation skills.
The key, he says, is to shift from adult-dependent prompting to student-initiated action. This is where visual schedules and timers come in. By consistently using a posted schedule or personal checklist, students learn to monitor their own progress. They begin to check what’s next without being told. They prepare themselves for transitions and become less reactive when plans change.
Timers also reduce the need for repeated adult direction. Instead of hearing “five more minutes” from a teacher several times, students simply watch or listen as the countdown happens. The timer becomes a neutral third party, reinforcing fairness and clarity while giving students control over their behavior.
This gradual transfer of responsibility—from the teacher to the student—isn’t just practical, it’s empowering. Troeger encourages educators to model, support, and then fade. The fading of support signals not a removal of help, but a recognition that the student is ready to take the lead. This intentional scaffolding helps students build confidence, autonomy, and lasting skills.
Michael Troeger’s use of visual tools fits neatly within New York State’s educational framework, particularly the model of integrated co-teaching (ICT). In this instructional approach, both general and special education teachers share responsibility for delivering instruction to a mixed group of students—those with and without disabilities. This model aligns with federal and state laws that require students with disabilities to be educated in the least restrictive environment whenever possible.
To ensure consistency across districts, the New York State Education Department mandates that schools use the term “integrated co-teaching” on students’ Individualized Education Programs (IEPs). While some schools have used terms like “collaborative team teaching” or “inclusion class,” those phrases must now be clarified or replaced with ICT to align with regulatory standards.
Troeger’s classroom is a model of what ICT can look like when thoughtfully implemented. Visual schedules and timers are part of what’s known as specially designed instruction—defined by NYSED as adapting the content, delivery, or methodology of instruction to meet a student’s unique learning needs. These adaptations ensure that students with disabilities can access the general curriculum and meet the same standards as their peers.
Troeger’s commitment to these practices shows that inclusion is not simply about placement—it’s about making learning accessible, equitable, and individualized in meaningful ways.
Beyond promoting transitions and routines, timers and visual schedules also serve a vital role in developing self-regulation. Troeger incorporates these tools into emotional and behavioral support systems, helping students who struggle with focus, overexcitement, or the need for frequent breaks.
For example, a student working on building focus might use a timer for 10-minute work periods followed by short brain breaks. The timer becomes a signal of progress and control—when it ends, the break begins. This system supports attention while preventing burnout, especially for students who are prone to distraction or overwhelm.
Similarly, for students needing movement or sensory input, visual timers clarify the limits of a break. Instead of vague promises or power struggles, the timer sets boundaries. When it beeps or changes color, students know it’s time to return. This structure creates consistency that reduces stress for both the student and the teacher.
Troeger also uses countdown timers during transitions or end-of-day routines. The visible passage of time gives students time to prepare mentally and physically, reducing behaviors that often arise during abrupt changes. It’s another example of how small tools, when used consistently and with intention, can make a big impact on classroom harmony and student success.
