Jennifer Armenia

EDUL 6023

Assignment 3

1. Provide staff development on inclusion for all teachers during early release days.  Teachers will receive a PLU for their participation in the staff development.
2. Provide additional planning time for regular ed teachers and special ed teachers to plan together at least one time a week.  These teachers may be compensated for their planning time if it has to be scheduled after school.
3. Prior to the start of the school year schedule a meeting with the special education teachers and regular education teachers that will be involved in inclusion.  The purpose of this meeting will be for the special education teacher to inform the regular education teacher of the student’s disability and to help the regular education teacher with strategies that have been known to help the student in previous years. This will allow for the regular education teacher to be a little more prepared when she begins working with the special education student in her class and not have to spend 3 – 4 weeks trying different strategies to see what works with each child.
4. Allocate extra funding for each regular ed teacher participating in inclusion to purchase materials to help the special education children.  This money could be spent on computer programs, manipulatives or any materials he or she thinks would be necessary to help the child success in the grade.
5. Make sure that parents receive weekly feedback on how his or her child is progressing in school and what is being done to ensure that their child is making progress in school.
6. Periodically (3-4 times a year) schedule a meeting with the special education teacher and regular education teacher to discuss the students progress and problems that have occurred.  This will allow time for problem solving if a child is struggling with a skill that he or she didn’t struggle with before as well as allow for feedback on what improvements can be made in increase the success of inclusion.  This will be done during the school year when changes can be made rather than wasting a whole year before making an improvement to the program.
7. When deciding on which teacher in each grade level will be the inclusion teacher for the next year, take into consideration each teachers’ personality and the personalities of the special education students that will be in their class.  Perhaps it will be better to have 2 inclusion rooms rather than 1 if the students’ personalities would match different teachers. 
8. Send teachers who have an inclusion classroom to an inclusion conference to better prepare them for the inclusion setting.  This will allow these teachers a more in depth training on how to manage an inclusion classroom to benefit all students in the class.
9. Complete informal observations of teaches with inclusion classrooms.  This will sure a dual purpose: 1) to ensure that teachers are using proven instructional practices for students with disabilities and 2) provide the teacher with feedback.  After the observations meet with the teachers to give “pats on the back” and suggestions to help the teacher.
10. Teachers that have little or no experience with students with disabilities with be given a mentor to help him or her and provide support that would be needed while learning how to accommodate and modify for students with disabilities.