<![CDATA[This study aims to examine how structured classroom management promotes independence among students with special educational needs across two Indonesian special schools with contrasting institutional contexts. A qualitative multi-site design was conducted at SLB Negeri Balongsari Jombang and SLB Pelita Bangsa Jombang, involving 25 informants comprising principals, vice principals, classroom teachers, vocational teachers, parents, and students. Data were collected through semi-structured interviews, participant observation, and document analysis from August to September 2026. Data analysis employed condensation, display, conclusion verification, and within-site and cross-site comparisons. The findings identified three interconnected mechanisms supporting student independence: individualized environmental organization, structured visual and procedural work systems, and systematic prompting-fading. Individual assessments informed classroom arrangements and learning routines, while predictable work systems facilitated task completion with progressively reduced adult assistance. Collaboration among schools, families, and vocational educators supported the generalization of independent skills across settings. Reduced assistance emerged as a central observable indicator of developing independence. These findings suggest that structured classroom management is most effective when instructional support is systematically adjusted to students' individual capabilities rather than uniformly implemented. Consistent with structured teaching and gradual-release principles, the study proposes a provisional transfer-of-control model emphasizing adaptive structure, progressive autonomy, and coordinated learning environments. Given its qualitative scope and limited institutional coverage, further longitudinal and intervention-based research is recommended to evaluate the model's applicability and effectiveness across diverse special education settings.]]>
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