Special Education Teachers

successful inclusion of students with disabilities by general education teachers is the acquisition of certain knowledge and understanding about the needs of different learners, teaching techniques and curriculum strategies, and other components that prepare the special education students as well as the general education students to excel. This challenge can be alleviated by ensuring that general education teachers receive scheduled group sessions that allow them to share experiences, ask advice of experienced special education teachers or specialists, and gain skills and understanding. Hence without the proper professional development for general education teachers, the goals of the IDEIA cannot be met and the special education students would
However with shortage of special education teachers, and an attempt to bridge the gap with a general education teacher could lead to lack of effective instruction practices, peer support, and/or assistive technology for students with disabilities. The inability of a general education teacher to meet the goals of the individual education programs (IEP) of a special education student due to the challenge of balancing it with the general education curriculum for all other students, would create a legal issue due to the violation of the special education student’s rights under the IDEIA. In addition, this also creates an ethical issue for the general education teacher because she is faced with the dilemma of working to meet the goals of the IEP in an inclusion setting under tight time constraints. In the end the special education student may not get the full lenght of services provided in the IEP and the non-special education student may not get full instructions provided in the curriculum because of the problems associated with time management and balancing of the needs of the entire classroom. Moreover, there is a moral component to bridging the gap with general education teachers because special education students are individuals from diverse backgrounds, who require ongoing
(Janney & Snell, 2006). In addition, the teachers and service providers must be trained to broaden knowledge and skills to better meet the problems of the inclusion classroom cimate and understand the needs of different learners. They should also be made conversant with different teaching techniques and curriculum strategies that will help improve the learning and participation of all children in inclusive