How much responsibility does the general education teacher have? What is the role of the general education teacher in the development and delivery of programming and instruction for students with disabilities?

Under the 1997 amendments Congress clarified and strengthened the role and responsibility of the general education teacher for the education of children with disabilities. For example, the IEP team is to include a general education teacher if the child will or might be included in general education. According to IDEA '97, the general education teacher of the child, as a member of the IEP team, shall, to the extent appropriate, participate in the development of the IEP of the child, including the determination of appropriate positive behavioral interventions and strategies and the determination of supplementary aids and services, program modifications, and support for school personnel consistent with paragraph (1)(A)(iii).

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Who is ultimately responsible on a yearly basis for the child with a disability? What is the role of the special education teacher in inclusive settings? Where will special education teachers go? How will their role change?

General and special educators who are successful in providing education which is inclusive or supported education in Illinois and throughout the nation have taught us that the practice of educating students with disabilities in general education classes in home schools requires a teaming effort between general and special educators. While each student with a disability is assigned to an age-appropriate general education class, there is also a special education teacher identified to provide support to the student in the general education classroom. The special education teacher is primarily responsible for determining, with the team, the amount and types of support and adaptations required in each subject area in the general education class. The special education teacher is also responsible for monitoring the development, implementation and evaluation of the IEP.

When the determination has been made that support is needed, it may be provided by the general education teacher, by a classmate, by the special education teacher, by a paraeducator, or by related service personnel. The development of adaptations is primarily the responsibility of the special education teacher, however, the general and special education teachers and related service personnel must collaborate to develop adaptations that ensure the student will progress in the general education curriculum. During class activities when support from special education personnel is not required, it is the responsibility of the general education teacher or other support personnel to implement the use of any needed adaptations.

The role of special education teachers and related service personnel will shift has shifted from the delivery of services in special education classes and therapy rooms to the delivery of services in general education classes and environments. Due to this shift in the delivery of services, it is critical that an inventory of the general education classes be conducted in order to determine when support is needed and to determine the most appropriate activities during which related services should be delivered.

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What are the characteristics of a general education teacher who would be effective at educating students with disabilities?

While we are not aware of any body of literature, as of yet, that describes the characteristics of general educators who are effective at including students with disabilities, our collective observations from working with effective Illinois educators suggest that general education teachers who are effectively educating students without disability labels can also effectively educate students with disabilities. Effective teachers frequently use innovative instructional strategies, such as cooperative learning, whole language, peer coaching, hands-on activities, integrated curriculum and learning centers. These strategies and others, which involve the active participation of students in the learning process, also facilitate the education of students with disabilities in general education. On a regular basis these teachers use instruction based on brain-based strategies, differentiated instruction, and teaching to multiple intelligences to address the individual strengths and needs of each individual student. When these strategies are utilized, the need for support and/or adaptations frequently decreases.

Other characteristics we have observed include flexibility, willingness to try new things, a sense of humor, and an understanding and appreciation of diversity. Due to the fact that teaming and collaboration are critical components to educating students with disabilities in general education classes, the ability to work with others, and comfort in having others in the classroom are characteristics which we believe will also prove to be beneficial. In addition to these characteristics, a recent dissertation study by one of the authors of this paper revealed similar findings. The top ten characteristics identified in the study included:

1. Accepting/caring/compassionate/love for children
2. Flexible/adaptable
3. Collaborative/cooperative
4. Belief in an education which is inclusive
5. Child-centered
   
6. Uses a variety of teaching strategies
7. Positive attitude/optimistic
8. Open-minded
9. Organized
10. Knows and values individual needs and gifts

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What are the parameters and case loads for "floaters" (resource teachers and related service staff)?

Observing successful education which is inclusive schools in Illinois lead us to believe that determining caseloads for personnel is an issue which should be dealt with on an individual district basis. Some areas for consideration in establishing caseloads include:

• amount and type of direct support needed,
• amount of consultation/collaboration needed,
• planning time for determining necessary supports and adaptations,
• time for developing adaptations, and
• distance for travel if students are geographically spread out.

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What is the role of the paraeducator? How are paraeducators used?

The need for a paraeducator for support should be determined on an individual basis. Some students will need support from a paraeducator for a portion or all of the day, and some students will not need any support from a paraeducator. If support from paraeducator is needed, it is most beneficial for that person to work as a classroom paraeducator, providing assistance to the other students in the class as well as the student with a disability. This type of support would provide a valuable resource to the general education teacher and the other students in the class, while avoiding the possible isolation of the student(s) who has a disability. Under the direction of the special education and general education teacher, paraeducator often implement the use of adaptations and provide assistance in the development of adaptations. Additionally, the role of paraeducator has increasingly involved the facilitation of supports for students with disabilities from students who do not have disabilities, as well as the facilitation of friendships and relationships between students with and without disabilities.

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