What is the role of the special education teacher in the inclusion class?
956605
Ideally, the special education teacher shares joint responsibility for all students.  In record keeping, the special education teacher retains primary responsibility for the sp. ed. students- reporting their grades, and ensuring that all testing accommodations are provided, and making sure that IEP goals are met.  However, during actual classroom instruction the sp.ed. and general ed. teacher share responsibility for all students. (in a perfect world- if one teacher is resistant to the arrangement, this can prove difficult).  However, there are 6 basic models for inclusion:  For one-teach-one-assist, one teacher is giving instruction while the other is drifting around to help (most common, but least helpful).  Or, the 2 teachers can teach in stations, each one teaching a short lesson on a related topic before students switch locations.  They can team teach, jumping in on each other to clarify a topic (only attempt when both teachers are comfortable).  They can teach the same lesson in two small groups- good when using manipulatives.  They can also have one teacher (NOT necessarily the sp. ed. teacher) pull a small group of students for alternate instruction - sometimes a lower group for reinforcement, sometimes a higher group for enrichment.  Switching it up between all these strategies makes the instruction a thousand times better for the kids- but only if the teachers trust each other and work well together.
11144
Title:\nObjective of Lesson:\nMaterials needed for student and teacher:\nSteps to teach the lesson:\nAssesment tool: (wkst, project, discussion)\nAny Accomodations for students with disabilities:
726498
You can't answer from the facts given. You'd need to know if the conference constituted a session covered under the ADA, or whether the teacher was assigned to attend the class...or whether it was his/her choice to do so...
220892
This may not be the best category for your question. "Special Education" refers to the provision of services to kids who are disabled. You might get more answers in a different category.
1009920
Usually the teacher is teaching the students given the last "opportunity" to get there act together (behavior), before further steps are taken against the student (expulsion).  If you are teaching opportunity the class is small and you are dealing with a rough crowd.
191760
This section is meant for special education for children with special needs (speech/language/social) and other disabilities. So try your posting elsewhere where it is relevant perhaps in Higher Education (university +)
25758
Lots of good sites:\n\nTeaching Special Kids: Online Resources for Teachers:\nhttp://www.education-world.com/a_curr/curr139.shtml\n\nProTeacher: http://www.proteacher.com/040016.shtml\n\nBibliography on Integration/Inclusive Education for Students With Disabilities:\nhttp://www.newhorizons.org/spneeds/inclusion/teaching/biblio_disabilities.htm\n\nSpecial Education Resources: Inclusion:\nhttp://parentpals.com/gossamer/pages/Special_Education_Information/Inclusion/\n\nNorth Central Regional Resource Center Special Education Page:\nhttp://www.northcentral-rrc.org/ncrrc/resources.htm\n\nHope these are helpful resources for you!!
186554
Here are a few of the favorites I used when I was interviewing.\n\nTell me about something you have read recently, and how you would apply what you learned from it to this position.\n\nExplain how you would address diverse needs in your class.\n\nHow would you ensure parents were well informed of your class objectives and the progress of their children?\n\nWhat is your opinion on mainstreaming, or inclusion, and how would you approach your class if there are students with learning disabilities?  (or autism, or spina bifida, or whatever is appropriate to the situation)\n\nWhat do you bring to this position that you believe no other candidate can offer?\n\nExplain your philosophy on student assessment as it pertains to social studies.\n\nHow would you incorporate technology into your social studies classes?\n\nWhat support would you need from me (or the priincipal, or consultant, or school district, etc., as appropriate) to be successful in this position?\n\nDescribe your preferred approach to classroom management and discipline.\n\nDescribe how you could contribute to the overall climate of our school, including staff and student morale.\n\nThere are so many possibilities.  I hope this helps.
189217
Mainstreaming in education, also known as inclusion, is the process of grouping disabled students with general education students in the classroom. In theory, this method is supposed to bring up the students at lower levels while encouraging leadership roles from the higher level students. The difficulty of defining what "mainstream" is arises from the differences that parents and their children may have for what the word means.
569432
I teach jr. high self-contained special ed. My district has no curriculum for that....hhmmmm, so I teach English, reading, soc. stud. science, and math every day to my self-contained class and I do ALL the curriculum myself, every day,  something different and exciting, for 6 hours every day,as well as all the tons of extra paperwork demanded by special education "in my spare time"  OMG, WHAT was I thinking!!!!  lol
962610
Mentally/physically challenged children are placed in Special Education classes as well as Mainstream. Some also have emotional behavior disorders. Each child's particular challenge may vary from the next child's. One child may have Down's Syndrome while another is Autistic.\n\nSometimes they work together on projects and sometimes they work alone.  Sometimes the assistant teachers work one on one with these kids.  They may watch movies. Some may eat lunch inside the classroom.  The teacher may help feed them or help them to the bathroom. Some may be walked to the cafeteria or to a certain class by a teacher. Some are able to walk to a mainstream class alone.They are also escorted to their own buses.  A physical therapist may visit the classroom to work with these children.\n\nFor two years, I  worked with these kids from first grade through twelfth grade as a Subsitute Teacher's Aide.  I do not know if the school has special classes for the preschoolers or kindergartners as I was never assigned to any.
833581
Some schools are underfunded and overwhelmed. The teacher may not be very qualified and has too many kids in one class to be able to handle all of them. If the kid in this class has parents who work three jobs and don't have time to help them learn to read, they can end up not learning. The teacher may be so busy and frazzled that they don't notice the one kid that is faking it. Also, if the child lives under the conditions outlined above and has a learning disability, it is going to be ten times more difficult because no one is paying enough attention to spot the problem. They may just label the child "stupid" or "disruptive."
423193
Has your district instituted the HOUSSE process? If you teach 2 or more core subjects, the "highly qualified" regular ed teachers can form a committee, observe you, review your lesson plans, and confirm your "highly qualified" status. I'm surprised by the posts here that there are special ed teachers not going through the HOUSSE.\n\nOn the other hand, NCLB is horrific (minimal funding, demanding 100% of all kids reading at grade level without consideration for outside interference like low SES, disabilities, ELL, etc., and blaming all failure on the teachers and schools, such as attendance rates, discipline rates, etc.).  Blech.
246302
Special Education refers to the provision of services to kids with disabilities. YOu might get better answers under another category.
1070132
If you have a teacher who is not following your child's IEP modifications (such as frequent prompting), report him/her to the principal. If the problems still exist, call a new IEP and demand that training for the teacher be included in the IEP...yes, teacher training can be listed and then must be done by the district. It looks like the teacher you are dealing with does not understand that the need for the prompting will not go away, and that it is not a matter of your child "learning to behave correctly." Yes, this teacher needs more training. Big time. As well as an attitude adjustment.\n\nUnfortunately, regular ed teachers are NOT prepared for dealing with disabilities in their classrooms. They take ONE "Intro to Special Education course" before they graduate, and then get NO continuing professional development training in disabilities, unless forced to by IEPs. \n\nThere are wonderful regular ed teachers out there who do have the instincts and/or go out and educate themselves, are open to information and are flexible in their classrooms so that special ed teachers and therapists can provide ideas and support....\n\nAnd there are regular ed teachers who just want to teach the packaged curriculum, and resent having to do anything outside the "routine."  They often see the behaviors and learning difficulties from their students with disabilities as willfulness rather than a manifestation of the disability. After all, most kids with disabilities have normal smarts.... and all the teacher sees is the normal smarts combined with the non-learning or not-on-task.... \n\nIt requires VOCAL PARENTS to change this... we special ed teachers, and the therapists, have no clout regarding the behavior of our colleagues. 99% of education laws and programs are set through lawsuits, not legislation.\n\nGo get 'em!
520692
Oh, yes, that's a big one for me! I think special ed teachers should be better trained then they are. None of the ones I've seen seem to be trained on how to handle the behavior issues that go hand in hand with things like autism, adhd, odd, etc. I don't even agree with integration with kids with those disorders, to be honest. The type of socialization those happens in a regular classroom is not the kind of socialization that children with autism/pdd-nos need. I don't agree with the theory that you throw a child with social issues into a social setting to sink or swim, because all to often, they will sink. They can't force themselves to be social, no matter what we do. If schools were the cure all for social anxieties then we wouldn't have 'social misfits' in school, we wouldn't have shy people, there would be no such thing as introverts. So, it's a failed philosophy, and I think they should be in smaller, special ed classes where the teachers have received MUCH MORE TRAINING than what they are getting now, so they know how to deal with each individual dx and work with them. So, yes, it stands to reason that general teachers should have the same training if they're going to have special kids in there class. It's not fair to expect the kids to react normally when they don't have the skills to do so, to me, that's just cruel. Most of these disorders have sensory issues that make it so hard to perform in a classroom, and those are not addressed in school therapy too often. I chose to homeschool my kids long before my Tim came along with autism/pdd-nos (they're not sure of which dx), but having him, and learning about his needs and his limits confirmed in me to homeschool him, I feel it's the best thing in the world for him. He still socializes, but it's on his terms. I know he can only handle it for about an hour, then he tantrums, so we stay within that guideline. He was on a bowling league this last season and it was about an hour, and he did WONDERFULLY. Anything longer, and it would have been a nightmare!
757698
I most schools it is a class for kids that are emotional distubed in one way or another. In other schools they can be for kids that have special needs-handicapped-need extra help with reading and math. And in other schools they may have classes that are for preparing Juniors and Seniors for a job with job skills. Hope this helps. Believe me if you aren't emotionally distrubed you don't want to be in one of these classrooms. You might as well turn yourself in a mental hospital.