The Special Education Teacher's Role in Inclusion

THE SPECIAL EDUCATION TEACHER'S ROLE IN INCLUSION The special education teacher has a number of complex roles in the successful implementation of inclusion across the school setting. The ability for the special education teacher to follow through with his/her roles is impacted by all other parties, including the culture for inclusion in the setting and in the IEP team. The special education teacher's roles for inclusion include: knowing his/her roles advocating for inclusion in the school setting participating in annual IEP meetings and addressing inclusion helping the IEP team to select an appropriate and accessible schedule that meets the needs of the student in the least restrictive environment identifying appropriate goals and objectives on the IEP in the context of inclusion, as needed identifying appropriate accommodations, adaptations and modifications on the IEP in the context of inclusion, as needed ensuring that students will be supervised as needed providing clear expectations about behavior/consequences, work and transitions to students ensuring that students with special needs are not segregated within the general education setting ensuring that safety evacuation plans are in place for when students are participating in inclusion collaborating with the general ed. teacher and parents to identify appropriate homework and apply adaptations/accommodations/modifications as needed assist in identifying and connecting supportive peers with students with disabilities including parents in conferences, open houses and orientation greetings seating students with disabilities in the same manner as the rest of the students (not grouped together). including students with disabilities in class photos and assembly seating areas keeping data on removal due to behavior, and addressing it with the IEP team viewing all students as their responsibility, including students without disabilities referring to students with disabilities as "our students" and using "people first" language adapting course materials as needed seeking out professional development that addresses students with disabilities collaborating with general education teachers and support staff discussing the options for Co-teaching with general education staff having high expectations of students with disabilities making use of assistive technology in class, and talking to the general education teacher about what options are available treating students with disabilities with respect, dignity, and patience