special education inclusion specialist

The Roles & Duties of an Inclusion Specialist in Special Education

• Stephanie Torreno
• Categories : Inclusion strategies for mainstreamed classrooms
• Tags : Special ed information for teachers & parents

Students with disabilities once learned in special education classes. These classes were taught by educators specifically trained to work with children with various physical, emotional, and learning impairments. Now, as schools embrace inclusion, general education teachers find they need assistance in accommodating many of these students in their classes. An inclusion specialist does just that, along with performing other duties.

The Roles and Duties of an Inclusion Specialist

In education, an inclusion specialist is a certified teacher who has specialized knowledge of the current principles and techniques of educating students with significant disabilities in general education classrooms. This specialist not only provides support to students in inclusion programs, but also assists general education teachers and paraeducators to ensure that students have chances to succeed in the classroom. In addition, a specialist effectively communicates with parents concerning all aspects of their child’s educational program. Specialists possess extensive knowledge of disabilities, from mild or moderate to severe, and have experience supporting students with a wide range of educational and support needs.

An inclusion specialist uses knowledge of federal and state mandates to assist students who require special education services. She also has experience related to the development and implementation of an Individual Education Plan (IEP). In developing an IEP, she must be in compliance with legalities while setting appropriate timelines for improvements in students to occur. Inclusion specialists regularly coordinate and participate in IEP meetings with teachers, parents, psychologists, physical, occupational, and speech therapists,and other special education professionals.

To give students with disabilities access to curriculum in the general education classroom, an inclusion specialist develops accommodations and modifications. These accommodations and modifications can include working with teachers in adapting instructional methods and assignments, and training and supervising paraeducators in assisting students with disabilities. Specialists work with students, too, in using assistive technology to enable learning and increase independence.

With the incidence of Autism Spectrum Disorders (ASD) on the rise, an inclusion specialist must have knowledge of the best practices, methods and techniques in supporting children with ASD in the general classroom . An inclusion specialist’s responsibilities include providing teacher training on autism and practices related to the full inclusion of students with developmental disabilities. They also collaborate with general education teachers to provide modifications and accommodations in instruction and assignments to students with ASD. Paraeducators are often trained and supervised by these specialists to give individual assistance to students on the autism spectrum. Specialists also work with teachers, paraeducators, and students to create and implement appropriate behavioral support plans. Finally, to help students with ASD develop and practice social skills, inclusion specialists facilitate interactions and encourage relationships between these students and their typical classmates.

An inclusion specialist regularly attends special education meetings and consults with other professionals to continuously implement the best inclusion practices for students with a range of disabilities. She fulfills many duties in assisting teachers, paraeducators, students with disabilities and their peers, and parents to ensure inclusion is successfully implemented in general education.

• Menlo Park City Elementary Inclusion Specialist. (2009). www.edjoin.org/jobDescription.aspx?descriptionID=40790

What is an Inclusion Specialist: Duties, Roles & Job Descriptions

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In the realm of equitable education, fostering inclusivity stands as a fundamental principle. At the heart of this effort lies the indispensable role of inclusion specialists. But who exactly are these professionals, and what is an inclusion specialist? This comprehensive guide aims to unravel the essence of an inclusion specialist—examining their definition, responsibilities, and significance. We will explore how these experts champion diverse learners, collaborate with teachers and parents, and facilitate inclusive practices within educational settings. Whether you’re a student, parent, educator, or simply intrigued by inclusive education, this guide offers invaluable insights into the pivotal role of an inclusion specialist.

What is an Inclusion Specialist

So, what is an inclusion specialist, exactly? An inclusion specialist is an expert in promoting inclusive education by creating an environment that accommodates the diverse needs of all learners. These professionals possess in-depth knowledge and expertise in supporting students with disabilities, special needs, or other challenges. 

Their primary responsibility is to collaborate with teachers, parents, and other stakeholders to develop strategies, interventions, and individualized plans that ensure equal access to education for every student. Inclusion specialists facilitate professional development, provide guidance on inclusive practices, and promote collaboration among educators to create inclusive classrooms.

They advocate for students, offer support, and foster a positive and welcoming learning environment that celebrates diversity and empowers every learner to reach their full potential.

Popular Job Titles for Inclusion Specialists 

In the dynamic field of inclusive education, numerous inclusion specialist jobs cater to professionals dedicated to fostering inclusivity and supporting diverse learners. These popular job titles encompass a range of roles, each contributing uniquely to the pursuit of equitable education. 

Popular job titles for inclusion specialists may include:

• Inclusion Specialist
• Special Education Inclusion Specialist
• Inclusive Education Coordinator
• Diversity and Inclusion Specialist
• Educational Equity Specialist
• Student Support Specialist
• Inclusive Learning Advocate
• Inclusion Program Manager
• Disability Services Coordinator
• Inclusive Classroom Consultant

Best Industries for Inclusion Specialists

Education : Inclusion specialists are highly sought after in the education sector, working in K-12 schools, colleges, and universities to promote inclusive practices and support diverse learners.

Nonprofit Organizations : Many nonprofit organizations focus on promoting inclusivity and providing support for individuals with disabilities or special needs. Inclusion specialists play a crucial role in developing and implementing inclusive programs and initiatives within these organizations.

Government Agencies : Government agencies, such as departments of education or disability services, often employ inclusion specialists to ensure equitable access to education and services for individuals with diverse needs.

Healthcare and Rehabilitation : Inclusion specialists can find opportunities in healthcare settings, including hospitals, rehabilitation centers, and community clinics, where they contribute to creating inclusive environments for patients with disabilities or special needs.

Consulting Firms: Furthermore, specialists may work as consultants, offering their expertise to various organizations, schools, or businesses seeking guidance on implementing inclusive practices and fostering diversity and inclusion.

Training and Development: Inclusion specialists can work in the field of training and development, designing and delivering workshops, seminars, and professional development programs to educate educators, professionals, and other stakeholders on inclusive practices.

Advocacy and Policy Organizations: Organizations dedicated to disability rights, inclusion advocacy, and policy reform often employ inclusion specialists to lead initiatives, advocate for inclusive policies, and ensure the rights and needs of individuals with disabilities are addressed.

Social Services: As an inclusion specialist, you can work in social service agencies, providing support and resources to individuals with disabilities, facilitating community integration, and promoting inclusive opportunities.

Research and Academia: Inclusion specialists may pursue careers in research institutions and academia, conducting studies, publishing scholarly articles, and contributing to the advancement of inclusive education practices and policies.

Corporate Diversity and Inclusion Initiatives : With an increasing emphasis on diversity and inclusion in the corporate world, some companies hire inclusion specialists to develop and implement strategies that promote inclusivity and ensure equal opportunities for all employees.

Types of Certification an Inclusion Specialist Needs 

While certification requirements for inclusion specialists vary depending on the region and educational institution, obtaining an inclusion specialist certification can be highly beneficial.

Some certifications relevant to this role include the National Association of Special Education Teachers (NASET) Inclusion Specialist Certification and the Council for Exceptional Children (CEC) Inclusion Specialist Certification. 

These certifications validate the expertise and knowledge of professionals in implementing inclusive practices, collaborating with stakeholders, and supporting diverse learners. 

Additionally, completing coursework or obtaining a degree in Special Education or Inclusive Education can enhance an inclusion specialist’s qualifications and understanding of best practices in the field. Researching specific certification requirements and programs in one’s desired location is advisable to ensure compliance with local regulations and professional standards.

How to Start a Career in Diversity and Inclusion as an Inclusion Specialist

Starting a career in diversity and inclusion as an inclusion specialist involves several key steps:  

• Begin by pursuing a relevant degree in fields such as Special Education, Inclusive Education, or a related discipline. 
• You can also start by gaining practical experience through volunteer work, internships, or entry-level positions in inclusive educational settings or organizations focused on diversity and inclusion. This should bolster your efforts to network, find, and obtain inclusion specialist jobs.
• Engage in professional development opportunities, attend workshops, and seek out certifications like the National Association of Special Education Teachers (NASET) Inclusion Specialist Certification or Council for Exceptional Children (CEC) Inclusion Specialist Certification. 
• You may also want to network with professionals who have successfully established careers as inclusion specialists. Join relevant organizations, and stay updated on current research and best practices in inclusive education. 
• Continuously build your knowledge, skills, and connections to carve a successful career path as an inclusion specialist in the field of diversity and inclusion.

In conclusion, we hope we have thoroughly answered the question of what is an inclusion specialist.  To be sure, the role of an inclusion specialist in fostering inclusive education is paramount. By championing diverse learners, collaborating with stakeholders, and promoting inclusive practices, inclusion specialists play a vital role in creating a positive and empowering learning environment.

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Start Today - Become Board Certified in Inclusion in Special Education Now - Click Here

The growing need for board certified in inclusion in special education .

The National Association of Special Education Teachers ( NASET ) recognizes the increasing need for qualified teachers specializing in the field of inclusion education. In order to enhance this area of concern, they have created an extensive and comprehensive program through online video lectures and training whereby upon completion, you become  Board Certified in Inclusion in Special Education ( BCISE ) .

Implementing inclusion education (IE) is a significant challenge facing the educational system. One of the main difficulties in implementing inclusion education is that special and general education teachers may receive insufficient training to work specifically in complex teaching contexts like an inclusion setting and not always have sufficient training to respond to the unique needs of students in their classroom.

Well trained special education and general education teachers are considered the key to the success of inclusion education. They are expected to provide an appropriate education to the wide variety of diverse students they will come in contact within this type of setting. Therefore, their positive attitudes toward inclusion of pupils with special needs are critical. These teachers with a high sense of self-efficacy and a belief in their ability to motivate their pupils, even those with mild and severe disabilities, have been found to have a direct impact on student achievement and emotional well-being. A high sense of self-efficacy among these specific teachers also influences dialogue and cooperation between school staff and parents in developing individual programs for this diverse population.

Implementing inclusion education involves providing an appropriate education for all students, including those with special educational needs and disabilities. Yet, most research examining teachers' perceptions and attitudes towards IE suggest that teachers experience frustration, fear, anger and lack of confidence regarding their ability to meet the needs of students in this type of setting. In practice, however, the research shows that both special and general education teachers feel unprepared for the task of IE.

According to UNICEF, there is a global shortage of teachers, particularly of teachers who are sufficiently trained and motivated to include children with disabilities (and from other marginalized groups) in regular schools. Yet, such inclusion is vital for achieving Education for All goals and bringing the millions of currently excluded children into education.

In order to develop the skills, experience and confidence to be inclusion of all children, teachers need to learn about and practice inclusion education during pre-service and in-service training, and they need to be given opportunities for continuing professional development.

The Board Certification in Inclusion in Special Education ( BCISE ) program provides you with many different areas of study. Upon completion, you will understand how to:

• Provide direct support to students in a classroom by delivering instruction and ensuring learning through a variety of co-teaching models and strategies.
• Develop Individualized Student Programs (IEP) for students; maintain compliance with all federal regulations and state policies regarding the education of students with disabilities.
• Ensure appropriate accommodations and modifications to the curriculum, lessons and learning environment.
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
• Set high expectations that are appropriate for students.
• Work collaboratively in the co-taught classroom.
• Build a partnership with families, encouraging their active participation in students’ learning.
• Perform other duties as assigned by the principal and Director of Special Services.
• And much, much more

The NASET Board Certification in Inclusion in Special Education (BCISE) program is comprised of a comprehensive compilation of 30 Units of study broken down into 5 specific Modules. Each Unit contains video lectures, PowerPoint presentations, supplemental videos and supplemental readings. At the end of each Module, there is a multiple-choice examination which must be successfully completed to move on to the next Module.  Upon successful completion of each Module exam, you will immediately be able view/save or print a professional certificate of completion.

Clearly, having Board Certification in Inclusion in Special Education (BCISE) brings attention to a level of expertise you have compared to other teachers in the field and also allows for the designation of a highly qualified specialist in the field of special education and inclusion teaching. The NASET Board Certification program for becoming an Inclusion Education Specialist (BCISE) offers you all the materials to be an effective, articulate, and qualified specialist in the field of inclusion education. In the end, completion of the BCISE program will provide you with the knowledge, skills and abilities to confidently work in inclusion settings with students, parents, and administrators.

Inclusion Specialist Links

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Inclusion Specialist Job Description

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What Are the Duties of an Early-Childhood Teacher?

Instructional strategist's job description, the duties of a remediation teacher.

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All U.S. schools are expected to comply with the 2015 "Every Student Succeeds Act" that replaced the 2002 "No Child Left Behind Act." The ESSA was passed to support equitable access to education, as indicated by K-12 Dive . In pursuit of this goal, there is an exponential move in education to have one – or several – inclusion support specialists working in schools.

An inclusion support specialist does her best to integrate a child with academic, physical and social developmental delays into the mainstream classroom. With the support of the classroom teacher, the inclusion specialist establishes a clear objective for each inclusion child, develops appropriate learning strategies, and educates and informs teachers and parents of plans, objectives and progress as it relates to the child.

Identifies Needs

Before an inclusion specialist can help any child, she needs to clearly pinpoint where the child needs help. Through a variety of tests and assessments, an inclusion specialist is able to determine if the child needs academic, social or physical support – and sometimes all three together.

After the results are collected, the specialist meets with the parents and the teacher to go over a clear objective to help the child succeed in all classroom lessons and projects, and help develop sensory- and perceptual-motor skills and language as needed. Every child's inclusion plan differs based on the specific child's special needs, and is updated and changed as needed, according to the Occupational Information Network .

Makes Special Allowances

Once the specialist identifies the problem areas, she is able to make the appropriate accommodations in and out of the classroom in order to help the child succeed. Special accommodations could include different lighting for the child when taking tests, the use of auditory or visual aids during classroom lessons and extended time during assignments.

What an inclusion specialist is not permitted to do, however, is to coach or give clues during testing, change content or reduce the number of testing questions. This can greatly impact a student's ability to progress, giving him a false sense of achievement and, in the long run, is not beneficial to the child.

Trains and Educates Staff

Teachers are not necessarily trained to identify or help a child with disabilities. The education inclusion specialist meet with a child's teacher to discuss the written inclusion plan. In addition, a specialist often coaches and mentors teacher staff on things to look for in not-yet-diagnosed children, for example. There is also the need for an inclusion specialist's presence at state meetings for children who qualify for further evaluations and extended programs.

Keeps Paper Trail

It is crucial to keep a well-documented folder for each inclusion child. A well-thought-out plan for each child is clearly spelled out and goals are tracked for improvement. The proper forms need to be filled out in order to get additional help from the state, for example, and those papers want clear evidence that a child needs more support. It is the inclusion support specialist's duty to confidentially maintain all child and family records, allow parents access to any information written in their child's file and arrange for signature requests on parental consent forms for services.

• ONET: Summary Report for Special Education Teachers, Middle School
• K-12 Dive: From NCLB to ESSA: Moving Toward Student-Centered Assessments

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Inclusion specialists: how to become one.

If you were to ask a group of inclusion specialists about how they arrived at their current job, there's a good chance you would get several different answers about the paths and steps that each person took.

That said, there are still ways that you can develop a baseline understanding of the preparation that is necessary to become one.

The Best Adult Colleges and Careers Guide has gathered data to provide you with insight into the type of education that's commonly required for inclusion specialists to land a job. This page contains information, sourced from real job postings, that describes the experience levels and specific skills that employers of inclusion specialists expect candidates to have. In the end, this information will help you create an education or professional development plan that aligns with your career aspirations.

Keep reading to learn more about career steps for inclusion specialists.

What Education & Experience is Needed for Inclusion Specialists?

Do inclusion specialists need a degree? What kind of experience do inclusion specialists typically need? Thanks to data sourced from Lightcast™ from real job postings, we can get some clarity on those questions, as well as the level of education that is commonly required for inclusion specialists to secure jobs.

Education Level Required in Job Postings for Inclusion Specialists

Jobs postings for inclusion specialists by education.

• No Education Listed: 2,041 (41%)
• Bachelor's degree: 1,388 (28%)
• High School or GED: 767 (16%)
• Master's degree: 643 (13%)
• Ph.D. or professional degree: 89 (2%)

No education was listed by most employers of inclusion specialists. According to job data, no education was required for 41% of positions. In 28% of job listings a bachelor's degree was required and in 16% of postings a High School diploma or GED was required.

Experience Level Required in Job Postings for Inclusion Specialists

Jobs postings for inclusion specialists by experience.

• 0-1 Years: 608 (39%)
• 2-3 Years: 619 (40%)
• 4-6 Years: 251 (16%)
• 7-9 Years: 30 (2%)
• 10+ Years: 32 (2%)

While the amount of required experience will vary based on the responsibility and seniority of the position, an aggregate view of job posting data can help paint a picture of the experience level sought for most job openings for inclusion specialists. In 40% of job postings for Inclusion Specialists, employers were looking for candidates with 2-3 years of experience. In 39% of listings employers were looking for candidates with 0-1 years of experience, while 4-6 years of experience was sought in 16% of job postings for inclusion specialists.

What Kind of Degree Do Inclusion Specialists Need?

So far this page has provided detail into the level of education and the amount of experience required in job openings for inclusion specialists, but what type of education or degree will help prepare you for a career in the field?

According to occupational data obtained through Lightcast,™ there are 17 key academic programs that can help prepare prospective inclusion specialists, and in 2021 a total of 34,310 of those programs were completed at institutions in the United States.

Check out the information below to learn more about the specific programs that should be considered by prospective inclusion specialists.

Top Degree Programs for Inclusion Specialists

Top 5 degree programs for inclusion specialists (2021).

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Degree Options for Inclusion Specialists

Empower your students by maximizing their learning as an Ohio special education teacher in grades K-12.

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Make a difference for children and families with an M.Ed. in Educational Leadership with a focus in K-12 Building-Level Leadership. The streamlined, online program, aligned with National Education Leadership Preparation Program standards, can be completed in 12 months.

Satisfy the requirements to sit for Ohio’s principal licensure exam and earn your M.Ed. with Franklin’s 12-month online principal licensure program.

• Months To Complete: 16

What Skills Do Inclusion Specialists Need?

Education and experience have been covered, so what are the specific skills and traits needed by inclusion specialists to secure a job?

A good way to understand this is to examine actual job postings for skills commonly sought by employers. Continue reading for a breakdown of specialized skills found in job postings for inclusion specialists, as well as common skills that can help you thrive in the workplace.

In-Demand Skills for Today's Inclusion Specialists Based on 4,389 job postings

Top 5 specialized skills for inclusion specialists.

Top 5 Common Skills for Inclusion Specialists

Based on 4,389 job postings related to inclusion specialists, special education was the top specialized skill sought by employers, with 10% of all postings looking for that skillset. Skills for individualized education programs (iep), psychology, auditing, social work and data entry were also highly sought.

As for common skills, communications was the most desired skill found in job postings for inclusion specialists, followed by research, customer service, teaching, writing and coordinating.

Ready to dig deeper into career information about inclusion specialists? Visit our other pages focused on salary and education for inclusion specialists.

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The Best Adult Colleges and Careers Guide has compiled data for dozens of in-demand jobs. Explore our full catalog of occupation data by visiting the link below.

About This Data

The Best Adult Colleges & Careers Guide is sponsored by Franklin University, a nonprofit, accredited institution. The guide uses 2022 information from Lightcast™ to provide data on dozens of in-demand jobs.

Job titles used in government data may differ slightly from the job title on this page, so the closest matching government job classification may be used as a proxy to present data here.

On this page, data corresponds to the following occupational classification: Special Education Teachers, Secondary School.

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The Role of Special Education Teachers in Promoting an Inclusive Classroom

The adoption of inclusive education strategies—where special education students are immersed in classrooms with typically developing peers—has increased rapidly in recent decades. More than 60 percent of students with disabilities spend at least 80 percent of their school day in general education classrooms, according to the US National Center for Education Statistics.

Studies have shown that inclusive learning benefits all students in the classroom by providing thoughtful, personalized instruction and promoting individuality and equity. A student with autism might feel calmer when surrounded by a diverse peer group, while a nondisabled student might learn how to form positive relationships with a greater variety of children.

Establishing a successful integrated learning environment is a complex task involving teachers, administrators, and families. Special education and general education teachers often work together to develop a curriculum and create a positive student culture. In an inclusive classroom, special education teachers have the essential role of ensuring that students with disabilities or special needs receive a quality education.

Why Adopt Inclusive Learning?

The Individuals with Disabilities Education Act (IDEA) states that students with individual education plans (IEPs) must be educated in the least-restrictive environments (LREs) available. Under IDEA, inclusive education (or mainstreaming) has become a standard operating procedure for US public schools. Students with IEPs can range from individuals with Down syndrome or forms of autism to those with speech impediments or dyslexia—all of which require varying levels of support.

Under IDEA, if a differently abled student’s needs can be met in a general classroom, with or without the support of a special education teacher or paraprofessional, they must be educated in that environment. When needs are not fully met in a general classroom, some students spend part of their days in a resource room or in pullout sessions, while others are educated entirely in a special education classroom.

While there is some debate about whether inclusive instruction is the best way to serve students with disabilities, there is mounting evidence that inclusive learning improves educational outcomes. Inclusive educational settings lead to stronger math and reading skills, higher attendance and graduation rates, and fewer behavioral problems, according to an evaluation of more than 280 studies from 25 countries by Abt Associates. In addition to promoting academic success for students with disabilities, inclusive learning can help improve social cognition in typically developing students.

Role of Special Education Teachers in Inclusive Classrooms

For inclusion to show positive benefits, the learning environment and instructional models must be carefully established to provide strong learning opportunities for all students. Special education and general education teachers must have mutual respect and open minds toward the philosophy of inclusion, as well as strong administrative support and knowledge of how to meet the needs of students with disabilities. The involvement of a special education teacher is crucial to the success of a combined learning environment in a number of areas:

Curriculum Design

Special education teachers help craft the lessons for inclusive classrooms to ensure that the needs of students with disabilities are considered. Teachers may work together to develop a curriculum that is accessible to all students, or the special education teacher might make modifications to the general education teacher’s lesson plans. A special education teacher will also create supplemental learning materials for specific students, including visual, manipulative, text, and technology resources, and determine when one-on-one lessons might be needed.

Teachers must examine students’ strengths, weaknesses, interests, and communication methods when crafting lessons. The students’ IEPs must be carefully followed to meet achievement goals. As many general education teachers have limited training in inclusive learning, it is important for the special education teacher to help the instructor understand why certain accommodations are needed and how to incorporate them.

Classroom Instruction

Many inclusive classrooms are based on a co-teaching model, where both teachers are present all day. Others use a push-in model, where special education teachers provide lessons at certain times during the day. It takes extensive cooperation between general and special education teachers to implement a truly inclusive classroom. Special education teachers often sit with or near students with IEPs to monitor their progress and provide any special instructions or supplemental learning materials. Students require varying levels of individual instruction and assistance, based on their unique needs.

Teachers might also pull students out of the classroom for one-on-one lessons or sensory activities, or arrange for time with counselors, speech therapists, dyslexia coaches, and other specialized personnel. Special education instructors may need to make sure that paraprofessionals or therapists are present in the classroom at certain times to assist the students. To help maintain a positive climate, they also might assist the general education teacher in presenting lessons to the entire class, grading papers, enforcing rules, and other classroom routines. General and special education teachers might break classes into smaller groups or stations to provide greater engagement opportunities.

Learning Assessments

Another role of special education teachers in inclusive classrooms is to conduct regular assessments to determine whether students are achieving academic goals. Lessons must be periodically evaluated to determine whether they are sufficiently challenging without overwhelming the students. Students should gain a feeling of self-confidence and independence in general education settings but should also feel sufficiently supported. Special education teachers also organize periodic IEP meetings with each student, their family, and certain staff members to determine whether adjustments need to be made to the student’s plan.

Advocating for Students

Special education teachers serve as advocates for students with disabilities and special needs. This includes ensuring that all school officials and employees understand the importance of inclusion and how to best implement inclusion in all campus activities. Advocacy might include requesting inclusion-focused professional development activities—especially programs that help general education teachers better understand inclusion best practices—or providing information to community members about success rates of inclusive teaching.

Communication with parents is also essential for inclusive classroom success. Families should receive regular updates on a child’s academic, social, and emotional development through phone calls, emails, and other communication means. Parents can help students prepare for classroom routines. Expectations for homework and classroom participation should be established early on.

Learn More About Inclusive Education

Special education and general education teachers can develop a greater understanding of inclusive learning and other progressive teaching methods by pursuing an advanced education degree. American University’s School of Education gives students the skills to drive meaningful change in educational environments. The school’s Master of Education in Education Policy and Leadership and Master of Arts in Teaching degrees prepare teachers to take on transformative leadership roles and create equitable learning environments for all students.

Disproportionality in Special Education: Impact on Student Performance and How Administrators Can Help

What Is Holistic Education? Understanding the History, Methods, and Benefits

What Is Lunch Shaming? How Accessibility to Lunch Impacts Student Learning

Abt Associates, “A Summary of the Evidence on Inclusive Education”

ASCD InService, “Inclusive Classrooms: Looking at Special Education Today”

Houston Chronicle, “The Role of a Special Ed Teacher in an Inclusion Classroom”

EducationNext, “Has Inclusion Gone Too Far?”

Education Week, “Students with Disabilities Deserve Inclusion. It’s Also the Best Way to Teach”

Noodle, “The Benefits of Inclusive Education: What Special Education Teachers Need to Know”

Understood, “4 Benefits of Inclusive Classrooms”

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Special Education Guide

The term inclusion captures, in one word, an all-embracing societal ideology. Regarding individuals with disabilities and special education, inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms. Honestly establishing a successful inclusive classroom varies in complexity, based upon the challenges created by the disability at hand. However a knowledgeable approach and positive attitudes on the parts of parents and teachers proves vital to triumphing over any obstacles which may emerge.

Inclusion: What is it? Theory and Practice

A knowledgeable approach and positive attitude toward inclusion begins by understanding the concept and the theory behind it. Why integrate children with special needs into a general education classroom? Who benefits? What results? Special education professional Gretchen Walsh M.S. Ed. , who runs the Academic Support Center at Notre Dame College, gives a concise synopsis when she says “Inclusion is important because through our diversity we certainly add to our creativity. If you don’t have a diverse classroom or a diverse world, you don’t have the same creative levels and I think our strength lies in our diversity.” See What’s Inclusion? Theory and Practice  for an in-depth look into this idea.

Adaptations, Accommodations, and Modifications

According to the Individuals with Disabilities Education Act (IDEA), students with special needs have the right to receive necessary curricular adaptations. Adaptations include accommodations and modifications. Students who receive accommodations are held to the same academic expectations as their general ed classmates; on the other hand, modifications entail making changes that lower these expectations. Curricular adaptations vary based upon each learner’s individual needs. Individualized education programs (IEPs)  list what accommodations or modifications a student should receive. To obtain a more comprehensive glimpse into adaptations read Adaptations, Accommodations, and Modifications .

The General Ed Teacher’s Guide to the Inclusive Classroom

The complexity involved in integrating students with disabilities into general education classrooms can make this process seem intimidating or overwhelming to a general education teacher. If you feel this way, take comfort in the realization that you are not alone. Actually the fact you find yourself currently exploring this website indicates you are journeying down the right path. As already noted, a knowledgeable approach proves vital to a thriving inclusive environment. So, be sure to consider the strategies shared within The General Ed Teacher’s Guide to the Inclusive Classroom .

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Special Education Inclusive Methods for Educators

This certificate program is for pre-service and in-service teachers interested in including students with disabilities in the general education classroom.

Learn to apply inclusive classroom teaching practices focused on academics, behavior, and classroom management. Through your studies, you will develop an understanding of disability and inclusion in PK-12 schools, and you will explore ways to provide inclusive access and support to students with disabilities.

This certificate will not satisfy external standards or lead to licensure.

Program Details

Our expert faculty will provide you with the knowledge and skills to incorporate inclusive practices for students with disabilities into your own teaching.

You'll learn evidence-based practices for effective instruction, behavior management, social inclusion, co-teaching, and intervention. You'll also have the flexibility to choose courses which most closely align with your future professional practice — from early childhood through secondary level education.

Blugold Stories

UW-Eau Claire students, majoring in special education and inclusive practices, developed a sensory room at the Eau Claire Children's Museum. Their research not only gave them real-world experience, but improved their community.

This certificate requires 12 credits of course work and is open to elementary-middle and secondary education majors. Students must earn a grade of C or above in all courses.

Here are a few courses in Special Education Inclusive Methods for Educators at UW-Eau Claire.

Introduction to Diverse Learners

Students will be introduced to the unique needs of diverse learners (4K-12) through the lens of Special Education. The identification and characteristics of multiple disability populations (learning, intellectual, emotional, physical, health, etc.) will be presented and discussed. Topics related to identification, services, disability/education law, research, current issues and trends, transition to post-school outcomes, family/parent roles, individual rights, cultural diversity and assistive technology will be addressed. This class meets the Liberal Education requirement of R3.

Inclusive Practices for Secondary Educators

Surveys characteristics of diverse learners including students with disabilities, cultural differences, and at-risk concerns. Provides knowledge and practice regarding the secondary general educator's role related to special education processes, professional collaboration, and curricular adaptations/modifications which promote inclusion of students with disabilities in the general education classroom. Course content focuses on expanding access for students with disabilities using the Universal Design for Learning framework.

Advanced Behavior Interventions and Assessment for Students with Emotional/Behavioral Disabilities

The purpose of this course is to develop and implement intensive behavioral approaches based upon functional behavior assessment and other behavioral assessments This course will assist the students in acquiring the knowledge and skills for the delivery of services to children and youth with emotional/behavior disabilities. Areas that will be addressed are functional behavior assessment behavioral interventions, social skills curriculum methods and materials, instructional activities and strategies, classroom management techniques, and the educator’s roles.

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Thinking about studying special education inclusive methods for educators? You might also be interested in exploring these related programs.

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University of Wisconsin-Eau Claire

105 Garfield Avenue  P.O. Box 4004  Eau Claire, WI 54702-4004 

715-836-4636

(413) 586-4900

Your careful attention to the details of each day, the follow up email every night, and your gratitude practices are all key elements of the success of our retreats and critical to establishing a strong community of practice from the very start of our work. I’m so grateful for you—personally and professionally—never want to do this without you.   — Special Education Team Leader Institute participant

Special Education Team Leader Institute

The Special Education Team Leader Institute (SETLI), in partnership with and funded by the MA Department of Elementary and Secondary Education (DESE)’s Office of Special Education Policy and Planning, is designed to equip special educational team leaders with tools to foster family and community engagement and improve student outcomes by facilitating team meetings that are collaborative and compliant with regulations and best practices in the field.

Support for the NEW Massachusetts IEP

The new Massachusetts IEP is much more student oriented, and personalized, and classroom teachers will be more involved in informing the document and the process than in the past. CES Specialists have developed a suite of training, technical assistance services, and resources to help schools, districts, and educators implement the new form and process. We will work with you to put together the support that you need! Visit the page to learn more about free resources and available training and advice.

Customized Professional Development

We offer a range of tailored professional development, team and individualized coaching, and technical assistance including teaching practices for special education, team leadership, Co-teaching in an inclusive classroom, approaches to behavior management, and special education compliance and regulation. CES provides development to district specialists, special education teachers, general education teachers, paraprofessionals and administrators. We can bring those development experiences on site to your location. 

CES offers transition assessments and planning for schools and districts across the Commonwealth of Massachusetts. Assessments and plans support special education students age 14-22 and their teams to develop their plan to transition to the community from school settings. We specialize in complex cases, cases involving conflict, or those involving high levels of need with the potential for multiple adult service providers.

Equitable and Inclusive Practice

The statewide Inclusion and Equity Network program delivered to principals a comprehensive dissemination of DESE user-friendly resources to help District leaders with inclusive practices to improve outcomes for students with disabilities, English language learners, students affected by poverty and minority students. CES consultants continue to provide consultative and technical assistance to schools and districts where they have a need.

Paraprofessional Training

The Paraprofessional Certification Series is a program under development by CES that is specifically aligned with the CEC Standards for Paraeducators (2015). The series of courses prepares paraprofessionals to meet the needs of the range of learners with whom they work; and readies them to pass the ParaPro Assessment, a requirement for paraprofessionals to qualify as Title 1 Instructional Paraprofessionals.

Free IEP Team Leader Self-Paced Training

This self-paced training was developed as part of a DESE-funded project, and is intended for IEP team leaders, families, schools and districts, educators and community service providers involved in the IEP process.

The 6 modules are made up of video lessons, a series of resources, a quiz, and questions for reflection.

Special Education Consulting Team

Laurel peltier.

Laurel Peltier holds an Ed.D. in Special Education Leadership and C.A.G.S. in Special Education from the University of Massachusetts, Amherst, as well as a professional license as a Special Education Administrator in Massachusetts. She has over 25 years of experience in transition assessment, planning and service delivery, and has provided leadership for transition in public schools and at the college level. Prior to joining the team at CES, Laurel developed and led public and private secondary school programs for students with disabilities, taught undergraduate and graduate courses in special education and writing, and acted as a consultant and professional development provider for more than 20 school districts in Massachusetts. Her most recent post was with the Amherst Pelham Regional High School. In addition to her professional experience, Laurel brings experience as the parent of a child with autism and intellectual disabilities.

Position: Curriculum and Instructional Specialist in Special Education

Email: [email protected]

Mary Geiring

Mary A. Geiring is a CES Special Education Co – Teaching and Inclusion Specialist in the Professional Development Department. She holds a Special Education Ph.D. from the University of New Orleans in 2018, a Masters of Science in Special Education from Southern Connecticut State University, and a Masters of Arts in Teaching from Sacred Heart University. She is a member of the American Education Research Association, the National Association for Special Educators, the National Association for Multicultural Education, and the Council for Exceptional Children. Her major areas of research include teacher collaboration, teacher preparation, responsive classroom, teacher induction, and inclusion practices. Prior to joining CES, Mary was an LEA Facilitator at Muscogee County Schools in Columbus, GA. Her previous experience includes Program Director of the Special Education and Habilitative Services Department at the University of New Orleans, and over nine years of experience as a special education instructor in school settings.  

Position: Curriculum and Instructional Specialist

Email: [email protected]

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Inclusion/Special Education Teachers

Master's degree (ms) or advanced certificate.

Applications are currently closed and will open on September 1, 2024. We welcome applications on a rolling basis. The next priority application deadline is November 1, 2024.

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Teach the School Year Following Enrollment

Program Overview

Few careers give people the opportunity to impact individuals and their communities like teaching. Can you think of a specific teacher who made a difference in your life? Would you like to become that kind of teacher?

Students with disabilities have unique needs and challenges, and deserve teachers who are prepared to help them thrive and grow socially, emotionally, and academically. Warner will prepare you to become an innovative inclusion teacher, committed and able to help students with disabilities succeed. If you want to complete the master’s program leading to initial teaching certification full-time in 15 months, you must start the program in the summer.  

Key Program Features

• Meets all coursework and internship requirements for both initial and professional teaching certification: In addition, you will need to pass the required state exams, and complete the teaching requirements for professional certification.
• Shortest program: Preservice teachers can complete even dual certification programs in 15 months of full-time study (if starting in summer); certified teachers seeking additional certification in Teaching Students with Disabilities may require less time.
• Focus on disabilities: All options include five courses specific to teaching students with disabilities as well as internships conducted in inclusive settings (taken concurrently with methods courses).
• Commitment to inclusive education: Preparing teachers to serve students with disabilities in inclusive settings.
• Focus on teaching all students: Includes courses on diversity and English language learners; these required courses may be transferred in for certified teachers.
• Option to add specializations: With only a few additional credits required, you can pursue additional state certifications or advanced certificates that can strengthen your effectiveness with diverse learners and make you more marketable.

Prerequisites (as required by NYS)

• Only for teaching at the secondary level (grades 7-12): A minimum of 6 credits of coursework in each of the four core content areas (i.e., English, math, science & technology, and social studies).
• Undergraduate degree in a liberal art (BA) or science (BS).

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Degree & certification options.

I want to obtain a master's degree leading to initial and professional New York State teaching certifications in teaching students with disabilities.

MS in Teaching Students with Disabilities: Generalist (7-12)

I want to obtain a master's degree leading to a professional certification in teaching students with disabilities.

• Additional prerequisites: initial certification in early childhood education

MS in Inclusion Adolescent Education: Generalist

MS in Professional Study: Generalist (Secondary Inclusion)

MS in Teaching Students with Significant Disabilities

To add an additional content area certification, refer to that  content area page .

I want to obtain a master's degree leading to a professional certification in my original subject area and my professional certification in teaching students with disabilities.

• Additional prerequisites: initial certification in a subject area other than teaching students with disabilities and 30 credits in teaching students with disabilities

I want to learn how to teach students with disabilities, but I am not seeking a New York State teaching certification.

• For those interested in teaching students with disabilities in learning environments other than NYS public K-12 schools (e.g., independent, private or charter schools; community colleges; professional or technical schools; colleges and universities outside of the United States; or other more informal settings

MS in Inclusion and Special Education (Non Teacher Certification)

I want to add teaching students with disabilities as a second New York State certification.

• Additional prerequisites: a master’s degree; can be completed concurrently

Advanced Certificate in Inclusion Adolescence Education: Generalist (7-12)

Customize Your Degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

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University of rochester teacher residency programs.

ROC Urban Teaching Fellows Program and Monroe Regional Teacher Residency Consortium are a paid teacher residency programs designed to collaboratively prepare and sustain skilled teachers to effectively serve the varied needs of students, families, and school communities.

• 1 year paid teacher residency while studying
• $15,000 toward tuition
• Earn your Master's in Teaching with Initial Certification

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Martha mock.

Professor (Clinical) and Director of the Center for Disability and Education

Contact Admissions

(585) 275-3950

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Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

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• GRADE Program for Undergraduate Applicants

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Instructional Support Special Education (Inclusion) Specialist

5280 High School   Denver , Colorado, United States

Job Description

5280 embraces fully-inclusive classrooms, and Inclusion Specialists provide essential support to meet the needs of students with disabilities in the general education setting. Inclusion Specialists provide assessment services and develop, implement, and supervise Individualized Education Plans (IEPs). In collaboration with classroom teachers and parents/guardians, Inclusion Specialists support and monitor student progress towards IEP goals, and play a crucial role in communicating needs, services, and accommodations to staff and parents/guardians. Inclusion Specialists must be patient, flexible, and empathetic when working with students, families, and colleagues. Additionally, Inclusion Specialists should possess strong organization skills, be effective communicators and facilitators of large group discussions, and be able to speak and write clearly and succinctly using plain language. Inclusion Specialists also supervise our Academic & ELA Coaches.

How to Apply

Bureaus: Colorado . Job Categories: Full-Time . Job Types: Instructional Support . Salaries: 40,000 - 60,000 .

Starting at $199 for 30 days

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Rostov Veliky: What to see in this city-in-a-kremlin

How to get there from Moscow: by bus (some go directly from Domodedovo or Sheremetyevo airport; travel time 3-5 hrs) or by train from Yaroslavsky railway station (travel time 2:40-3:40 hrs).

When not to go: the first week of January and the first week of May (these are official holidays in Russia and you’ll be fighting for elbow room)

Without wishing to offend Rostov residents, once you’ve seen the kremlin, your sightseeing tour is pretty much done. By the way, don’t confuse Rostov Veliky with Rostov-on-Don, which lies 1,500 km further south. 

To-do list:

• Go inside the Assumption Cathedral
• Listen to some bell-ringing
• Buy souvenir jewelry made using the special Rostov enamel technique
• Watch the Soviet movie Ivan Vasilyevich Changes Profession (preferably before you go)
• Walk around the perimeter walls and see where Ivan Vasilyevich and George Miloslavsky escape from the tsarist guards (a famous scene from the above-mentioned film)
• Admire the ducks in the pond by Vladykhovy (Ruler’s) Court (and get your skates on in winter)
• Drink sbiten or medovukha (two types of mead) in the Metropolitan apple orchard, and try church-made baked products
• Take a selfie against the backdrop of Lake Nero 

Why Rostov Kremlin is a fraud

Many old Russian cities have a kremlin. In days of yore, life was largely concentrated within these fortresses. The high fortified walls with arrow slots and observation towers made any invading force think long and hard before advancing.

However, Rostov Kremlin was built when the threat from enemies had abated. Therefore, the external solidity of the walls and outward display of strength are for show more than anything else. A giveaway is the overly wide gates. During a real siege, they would have turned the fortress into an open goal.

Moreover, this particular kremlin served a different purpose: it was the residence of Rostov Metropolitan Ivan III, which he had custom-built for himself in 1650-80.

The Orthodox diocese in Rostov was established by Metropolitan Mikhail of Kiev, the first such holy leader, almost immediately after the baptism of Ancient Rus way back in 991, which makes it one of the oldest in the country alongside Novgorod. In those days, Rostov wielded tremendous power in the church hierarchy, with Yaroslavl, Moscow, Vladimir-Suzdal, and other churches in neighboring provinces and regions all under its thumb.

The late 16th century saw the rise of a Moscow-centered patriarchy in Rus, independent of Constantinople. The Rostov diocese expanded into a metropolis, and the new metropolitan needed his own residence. 

What’s inside the kremlin

Rostov Kremlin is essentially divided into three walled sections.

A - Cathedral Square

In the center of the square stands the Assumption Cathedral. The oldest structure inside the kremlin, it was in fact built more than a century before the residence, in the 1510s. Incidentally, its architecture is strongly reminiscent of the Assumption Cathedral inside the Kremlin in Moscow.

Last century, restorers found fragments of a 12th-century painting that pointed to the existence of another, earlier white-stone church on this site. Although destroyed by fire, part of the walls had evidently survived and a new church had been built over them.

In addition to the paintings, be sure to pay attention to the preserved Baroque-style 18th-century iconostasis.

The cathedral also has a large belfry adjoined to the wall.

B – Arkhiereisky (Bishop’s) Court

This is actually the courtyard of the church hierarch, i.e. the metropolitan. The layout of the buildings around the garden and pond was his own design. Back in 1883, a museum of church antiquities was opened in the White Chamber (no. 12 in the diagram), which is still open to visitors today.

Meanwhile, the Samuilovy Building (no. 10) houses a picture gallery, including some works from Ancient Rus. And in the largest chamber, Red (no. 13), there is a historical exposition and a restaurant serving Russian cuisine.

Hard to imagine a kremlin-based restaurant? Then you’ll be even more surprised to learn there’s also a hotel (no. 8). The 17th-century building, whose first and second floors are made of stone and wood respectively, has long received guests of the metropolitan. Booking these days is simpler than it used to be. Very affordable rooms can be reserved on booking.com .

Visit the Museum of Rostov Enamel, a type of local craft in which superfine painting is applied to white enamel. The traditional pattern is flowers, and the technique is used to make pendants, rings, earrings, and much more.

C - Metropolitan Garden

This is perhaps the most pleasant area in the whole kremlin, where one can sit on a bench and admire the apple trees and small pond at leisure. It is reminiscent of the El Mona Garden in Jerusalem, since Metropolitan Ivan III was generally guided by the Holy City in planning his residence. As such, the church in the Assumption Cathedral belfry is dedicated to the Lord’s triumphal entry into Jerusalem.

In the garden there is a marquee with church-made food (we recommend the curd patties!) and drinks. Try the herbal aromatic sbiten or low-alcohol medovukha – if they’re good enough for his Holiness the Metropolitan, who are we to turn our noses up!

Entry to the kremlin costs 70 rubles, and the price covers the Assumption Cathedral. All other museums and churches require separate tickets. A single ticket for everything costs 800 rubles.

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