Since the inception of Public Law 94-142, the delivery of services to children with exceptional learning needs (ELNs) has continually changed in an effort to provide optimal programming in least restrictive environments. The roles and responsibilities of teachers have also changed with the most dramatic changes likely seen in the roles of general education teachers, also known as inclusion teachers, serving children with ELNs. Federal mandates require general education teachers be actively involved in the referral and Individualized Education Program process. Once children with ELNs are serviced in inclusion classrooms, collaboration between the inclusion teacher and many professionals becomes an essential part of service delivery. This chapter focuses on elements of successful collaboration for planning, instructional delivery, and assessment, as inclusion teachers apply the principles of Universal Design for Learning and Differentiated Instruction. Academic, behavioral, and social needs of children in inclusive environments are also addressed as are essential elements addressing the collaborative roles and responsibilities of general education teachers as they embrace the opportunity to teach in inclusive classrooms.
Johnson, C.E. (2016), "The Role of the General Educator in the Inclusion Classroom", General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved (Advances in Special Education, Vol. 32), Emerald Group Publishing Limited, pp. 21-38. https://doi.org/10.1108/S0270-401320160000032003Download as .RIS
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