In meeting the IDEA 2004 educational expectations and requirements for students with disabilities, teachers must understand a student's IEP (Individualized Education Plan) in order to design effective instruction. The following tips can help teachers incorporate effective learning objectives and goals for special education students mainstreamed in general education classes.
- A special education student's schedule should include a special education teacher or instructional assistant accommodating them in the mainstream classrooms if indicated in the student's IEP. By presenting an opportunity for the special education teacher to co-teach and co-write lesson plans with the general education teacher, the academic and behavioral needs of student's with learning disabilities can be met and exceeded.
- Both special education and general education teachers can provide learning objectives to students in the classroom. If a special needs students requires a written copy of those objectives, the special education teacher can make sure that the student is provided with written hardcopy as a requirement of his/her IEP design. Teachers should monitor what is presented in the classroom by moving about the classroom and checking in with students on their understanding of the learning instructions and expected engagement.
- Providing students with learning disabilities individualized and personalized teacher instruction will enhance the education experience for students struggling to feel the inclusion in mainstream classrooms. Teachers should be discreet with the check-ins and in addressing students for understanding in front of the class. Proximity and using voices that are audible between you and student will go a long way in making the student feel less obvious with the teachers' extra attention.
- Instruction should be designed with measurable learning objectives and outcomes. Students with special needs should see quantitative evidence of learning growth with set goals and expectations. Teachers should have weekly meetings with students to communicate learning expectations and celebrate successes in the classroom. Students should be encouraged to show leadership in collaborative groupings and challenged to show academic success.