In a world of ever-changing educational trends, it is essential for educators to provide a continuum of services to meet the needs of all students. Therefore, employing an inclusive structure or environment is imperative to the implementation of Special Education laws, according to Individuals with Disabilities Education Act and Every Student Succeeds Act. As stipulated in law, all students should be educated in the least restrictive environment with their typically developing peers. This chapter focuses on the role of the special education professional as it specifically relates to the mainstream or inclusion setting. Topics covered in this chapter include an overview of inclusion, the inclusion model, an in-class support model, a content mastery model, and characteristics of an effective special educator, understanding disabilities, assessing and referring to appropriate supports, collecting data for individualized education program meetings, differentiated instruction, and strategies for inclusion. The goal of the chapter is to provide the overall view of inclusion in today’s classrooms in relation to the role of the special education teacher.
Spoede, J.T., Fontenot, C. and Simpson, C. (2016), "The Role of the Special Educator in the Inclusive 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, Bingley, pp. 39-54. https://doi.org/10.1108/S0270-401320160000032004
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