Consult and Support Students With Special Needs in Inclusive Classrooms

Dover, Wendy Fetner
September 2005
Intervention in School & Clinic;Sep2005, Vol. 41 Issue 1, p32
Academic Journal
This article informs that as more students with special needs receive content area instruction in the general education classroom, special educators are looking for innovative ways to support student instruction and achievement, as well as monitor and direct services detailed in student Individualized Education Programs (IEPs). Although collaboration between general and special education teachers is essential, special educators may be unsure of the appropriate collaborative roles and tasks. Special education services and teacher practices often offer isolated, direct instruction to students. Collaboration activities associated with successful inclusive settings by special education personnel include consultation and support to general education teachers and para-educators, as well as a mixture of direct and indirect services to students. When given consultation time, special educators should not give in to the temptation to plan lessons, schedule meetings, or finish IEPs but rather engage in tasks and activities that promote communication and support for students in inclusive settings.


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