How can I teach a student with disabilities when I have not had special education training? How will general education teachers be trained and able to meet the needs of students with disabilities?

The education of children with disabilities in general education classrooms requires a team effort. General education teachers frequently express concerns regarding the fact that they have not been prepared to teach children with disabilities, however, general educators who are successful at educating children with disabilities have taught us that the knowledge and skills that effective teachers possess are beneficial to all children, including those who have a disability. Most general education teachers already have a diverse student population in their classroom and are making individual accommodations and adaptations. Many general education teachers utilize effective instructional strategies involving active participation of students, students working together and learning from one another, and meaningful and motivating instructional activities. These strategies are effective for all students, including those who have a disability.

In addition to the use of effective instructional strategies, successful general education teachers know they need to obtain information and skills in individualizing instruction, adapting and modifying instruction, and collaboratively working with special education support staff. While many general education teachers do, in fact, have the skills to educate students with disabilities, it is critical that they receive assistance from special education personnel for direct support to the student and/or adaptations to the curriculum. When special and general educators have been successful, they collaborate on a regular basis and are able to provide each other with ongoing training. Other opportunities for training exist through ISBE initiatives, such as Project CHOICES, Flexible Service Delivery, STARnet, and Illinois Autism/PDD Training and Technical Assistance Project and some Regional Offices of Education (ROEs).

These initiatives offer training on education which is inclusive. Additionally, many opportunities for training are available through workshops offered by a variety of individuals, school districts and agencies. Universities are offering coursework in consultation, collaboration and education which is inclusive. Also, educators in Illinois have told us that when they need assistance, the first place they look is to each other and then to other districts that are implementing the desired change.

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What kind of training and inservices are available and needed for educational staff?

As discussed above, opportunities for training exist through Project CHOICES and other ISBE initiatives. There are numerous workshops and inservices on education which is inclusive offered through a variety of school districts and agencies in Illinois and throughout the United States. Universities also offer courses.

Some of the knowledge and skills which teachers feel they need to possess to be successful are:

• collaboration and consultation skills to work with general education teachers and related service personnel,
• collaborative teaching,
• strategies for determining supports and adaptations,
• various ways that adaptations can be made and supports can be delivered,
• strategies facilitating support for children with disabilities from peers who do not have disabilities,
• strategies encouraging friendships and interactions between children with and without disabilities,
• effective instructional strategies used in general education, such as cooperative learning, peer coaching, whole language, integrated curriculum, learning centers, etc., and
• methods for providing instruction in the community for children with and without disabilities.

One of the greatest adjustments that special education teachers report they need to make is becoming comfortable with the fact that they will no longer have a "classroom" of students. Instead, they will have a number of classrooms in which they will work. Many special educators report that they feel more like a classroom aide than a teacher. In order to avoid this, and to maximize the skills of both general and special education teachers, a collaborative teaching model may be utilized. This model allows general and special education personnel to have joint responsibility for designing appropriate instruction for all students in the class and joint responsibility for delivering instruction. When a collaborative teaching model is utilized, our experience in Illinois has shown us that we need to be careful that it does not result in an unnatural proportion of students with disabilities in the class (no more than 15%).

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What changes have occured in teacher certification as inclusive education evolves?

Illinois has moved to a new teacher certification system as a result of the Corey H settlement. The new certification relies less on categorical certification and labeling and more on meeting the needs of a diverse student population.

According to the terms of the settlement agreement with ISBE in Corey H., ISBE is required to develop a proposal by 2002 for redesigning the general education certification system to meet the needs of students with disabilities in the least restrictive environment.

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