The Role of a Special Ed Teacher in an Inclusion Classroom

Inclusion means working together.

According to the Individuals with Disabilities in Education Act (IDEA), all special education students are entitled to the least restrictive environment (LRE). By introducing a special education (SPED) teacher into a mainstream classroom, we can allow a student with special needs to be included--thus creating the inclusion classroom. SPED teachers work collaboratively with the regular education teachers to plan, execute and assess lessons. When done properly, it creates an environment that promotes learning for all students.

Lesson Planning

Inclusion teachers adapt lesson plans for SPED students.

While the regular education teacher is responsible for planning lessons that follow the curriculum, the SPED teacher adapts those lessons for the special needs student. Both teachers are privy to the SPED student's Individualized Education Plan (IEP) and must ensure that lessons accommodate or be modified for the student's abilities. For example, the regular education teacher might require an essay of her regular education students, but the IEP calls for limited writing assignments. The inclusion teacher might then modify the essay assignment to an oral report or slide show presentation.

Instructional Support

Inclusion teachers reinforce skills and content with SPED students.

The inclusion teacher is an instructional resource for both the regular education teacher and the SPED student. Differentiated instruction is critical for the success of inclusion students. This means the inclusion teacher individualizes her instruction methods to meet the needs of the individual student. Reinforcing key vocabulary, summarizing lectures and altering homework assignments are just a few of the techniques she might use.

Classroom Management

Inclusion teachers monitor behavior.

Behavioral expectations in the regular education setting pose a challenge for some SPED students. Those students with ADHD, for example, may have difficulty staying seated or paying attention for sustained periods. The inclusion teacher helps her students stay on task and learn. She may break up assignments into smaller tasks, supplement lectures with quiet activities that can be done during presentation or reward the student for positive behavior. Her job is to help that student learn within the regular classroom environment.

Communication

Communication is essential for inclusion success.

The inclusion teacher often acts as a liaison between the students, parents, administration and the regular education teachers. SPED teachers have a responsibility to ensure that all are working cooperatively in the best interests of the student. While the regular education teacher is required to modify and accommodate in accordance with the IEP, the SPED teacher is additionally required to assess whether the IEP reflects all the student's needs. She is the informational conduit between all parties.

Collaborative Teaching

Expectations and boundaries need to be established.

A successful inclusion classroom is a collaborative effort. Both the regular education and SPED teacher must work cooperatively on all aspects of instruction. Mutual respect is imperative. It will not benefit student learning for any of the students if there is tension between their teachers or disagreement regarding the roles and responsibilities of each in the classroom. It is critical that boundaries and expectations be communicated and agreed upon so that everyone can reap the benefits of the inclusive learning environment.

References

• National Dessemination Center for Children with Disabilities: LRE provisions
• New Horizons for Learning: Differential Education
• Great Schools: IEP Goals

Resources

• John Hopkins University School of Education: New Horizons for Learning
• EDU 345U: Strategies for Teaching Inclusion