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General Educator vs Special Educator Responsibilities
Special Educator
Special Educator
contributes and meets with IEP team
helps modify general education plans to benefit specfic students
works in a special education classroom, separate than general education
has different teaching/instructional methods than a general educator
track student performance
will sit in on parent-teacher conferences if needed to provide support/information
General Educator
General Educator
follow IEP and accommodations
attend IEP meetings/contribute
focuses on whole class instead of just a small group of students
monitor/evaluate student progress
maintain communication with special educator/keep them informed
Inclusive education, they use community building so all students feel connected and the sense of community
IEP vs 504 Plan
IEP
IEP
requires annual meetings and reevaluated every three years
must be a written document
goals are written and measurable
related services required for a disability that greatly impacts educational performance
meetings include: parents, administrator, general education teacher, and special education teacher
ages 3-21
specialized instruction
governed by special education law
provides supports, accommodations, and modifications
504
504
students does not need specialized instruction
requires accommodations in the general education classroom
governed by civil rights law
annual goals are not required
less comprehensive plan
allows children to experience general education without barriers
governed under the Section 504 Rehabilitation Act of 1973
permission is not needed by parents
Accommodation vs Modification
Accommodation
Accommodation
A change to instructional or testing procedures/materials that allows students to fully access information.
Some examples are breaks, larger print, additional time, assistive technology, and preferential seating.
Modification
Modification
A change to the instruction of curriculum that alters either the content of that instruction or student performance expectations.
Some examples include fewer questions, lower level text, alternate projects, adjusted curriculum, shortened assignments, and adjusted grading scale.
Person First Language
Person first language is phrasing that puts the person ahead of the disability. You should always put the person first before the diagnosis. This means describing what the person "has" rather then the person "is."
If you are unsure, ask the person how they would like to be described. It is important to remember that preferences can vary.
Response to Intervention (RTI)
Response to intervention (RTI) is a process that educators use to help students who are struggling with a skill or lesson being taught in the classroom. There are three tiers that included in this process: core classroom instruction, targeted small group instruction, and intensive individual intervention.
Information found: Inclusive Classroom Textbook
Causton, J., & Tracy-Bronson, C. P. (2015). The Educator’s Handbook for Inclusive School Practices. Brookes Publishing Company.
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