Special Education Inclusion Teacher

In the North Randolph Elementary School (NRES) Inclusion classroom, the special education teacher and regular education teacher engage in co-planning. They work together to design lesson plans to fit the needs of all students, with the special education teacher focusing on the needs of the special needs students. In some instances, the general education teacher plans the classroom lessons and the special education teacher adapts those lessons to meet the needs of his/her students. The SPED teacher may also use the lessons to develop review materials or plan one-on-one instruction with special needs students.

During Core instructional periods the special education inclusion teacher will be providing small group reading, writing and math instruction in the classroom. Some students may leave the classroom for specialized instruction during an intervention block.

The NRES SPED Inclusion Teacher must regularly develop and review the Individualized Education Plans (IEPs) for the students under his/her instruction. The SPED Inclusion teacher will be responsible for attending meetings to discuss these plans with parents, administrators, counselors and other individuals involved in the education of a student with special needs. The SPED teacher must regularly administer formative and summative assessments to monitor the progress of special needs students and any modifications that need to be made to the delivery of instruction and services. The SPED teacher may also be involved in the evaluation and assessment of students who are not currently receiving special education services. The SPED teacher must ensure compliance with all applicable laws and regulations pertaining to the education of students with special needs.

General responsibilities:

The SPED Inclusion teacher will:

• Co-plan and deliver effective instruction; work collaboratively with grade level teams and specialists
• Collaborate with school personnel, parents and various community agencies for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum.
• Support the classroom environment that is conducive to learning and appropriate to the maturity and interests of students.
• Develop goals and accommodations to write an IEP to help the students access general education curriculum
• Promote equity and appreciation of diversity
• Support classroom management
• Promote high standards and expectations for student achievement