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     theepochtimes.com

     • Special education teachers play a vital role in the education system by ensuring that students with disabilities, learning differences, and special needs receive the support and accommodations they require to succeed academically and socially.
     www.parallellearning.com/post/special-education-teachers-roles-and-responsibilities

     Special Education Teachers: Roles and Responsibilities

2. People also ask

   Can a special education teacher help all students in an inclusive classroom?

   • The special education teacher can help all kids in an inclusive classroom, not just students who need special education support. In an inclusive classroom, teachers often break students into small groups and teach them based on their specific learning needs. Inclusion classrooms, also called inclusive classrooms, can benefit all students.

   4 benefits of inclusive classrooms - Understood

   www.understood.org/en/articles/4-benefits-of-inclusive-classrooms

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   What does a special education teacher do?

   • Special education teachers collaborate with their colleagues to develop differentiated teaching strategies that accommodate diverse learning needs. These strategies may involve providing additional resources, adjusting instructional methods, or offering flexible assessments to accommodate individual learning styles and abilities.

   Special Education Teachers: Roles and Responsibilities - Parallel Learning

   www.parallellearning.com/post/special-education-teachers-roles-and-responsibilities

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   Why do special education teachers work with general education teachers?

   • By working hand in hand with general education teachers, special education teachers contribute to a cohesive and inclusive educational approach that benefits all students in the school. Special education teachers closely monitor their students' progress throughout the school year.

   Special Education Teachers: Roles and Responsibilities - Parallel Learning

   www.parallellearning.com/post/special-education-teachers-roles-and-responsibilities

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   How do I become a special education teacher?

   • Some educators may choose to specialize further by earning a master's degree or additional certifications in areas such as autism spectrum disorders or learning disabilities. In addition to academic qualifications, special education teachers must obtain state-level teaching credentials or licensure to work in public schools.

   Special Education Teachers: Roles and Responsibilities - Parallel Learning

   www.parallellearning.com/post/special-education-teachers-roles-and-responsibilities

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   What makes a good special education teacher?

   • Continuous professional development is also a vital aspect of a special education teacher's career. To stay abreast of the latest research, instructional methodologies, and best practices in the field, educators participate in workshops, conferences, and training sessions.

   Special Education Teachers: Roles and Responsibilities - Parallel Learning

   www.parallellearning.com/post/special-education-teachers-roles-and-responsibilities

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   How can special education teachers help students with disabilities?

   • Effective collaboration is vital for the success of students with disabilities, and special education teachers are at the forefront of this effort. They maintain open lines of communication with parents, providing regular updates on their child's progress and discussing strategies for continued growth.

   Special Education Teachers: Roles and Responsibilities - Parallel Learning

   www.parallellearning.com/post/special-education-teachers-roles-and-responsibilities

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3. www.edweek.org › teaching-learning › opinionStudents With Disabilities Deserve Inclusion. It’s Also the ...

   www.edweek.org › teaching-learning › opinion

   May 7, 2019 · It costs significantly less to push an assistant in and offer training, however, than to create a separate classroom with a special education teacher or place a child in a specialized private...

4. www.ontario.ca › page › special-educationSpecial education - Ontario.ca

   www.ontario.ca › page › special-education

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   To access special education supports for your child, you will need to work with your child’s teacher, principal and school boards. Special education programs and services are tailored to meet students’ individual needs.

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     Advice for teaching pupils with Special Educational Needs - Teach First

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6. www.ontario.ca › page › identifying-students-specialIdentifying students with special education needs - Ontario.ca

   www.ontario.ca › page › identifying-students-special

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   • Overview
   • Identification, Placement and Review Committees
   • There Will Be An IPRC Meeting For Your Child
   • What to Expect at An IPRC Meeting
   • Placement Decisions
   • Appeal An IPRC Decision
   • Annual Review Meetings

   School boards must provide special education programs and services to students who are formally identified as “exceptional pupils.” This is set out in the Education Act. An exceptional pupil is a student who has behavioural, communicational, intellectual, physical or multiple exceptionalities that require them to have a special education program or...

   See full list on ontario.ca

   All school boards must set up an identification, placement and review committee (IPRC). An IPRCneeds to have at least three members. One member must be a principal or supervisory officer of the school board. The IPRC: 1. decides if the student should be identified as exceptional 2. identifies areas of the student’s exceptionality, according to spec...

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   Your principal can refer your child

   Principals make a referral to an IPRCif they and the student’s teacher believe that the student may benefit from a special education program. If your child’s principal makes a referral, they must give you written notice.

   You can request a meeting

   As a parent or guardian, you can submit a written request for an IPRCmeeting to your school principal. Once the school principal receives your request, they must request an IPRCmeeting for your child.

   If you can’t attend the scheduled meeting

   If you can’t attend the scheduled meeting, you can either: 1. contact the school principal to arrange a new date or time for the meeting 2. let the school principal know you will not be attending the scheduled meeting If you do not attend the meeting the principal will send you the IPRC’s written statement of decision for your consideration and signature as soon as possible after the meeting. The statement will include: 1. the decision of identification and placement 2. any recommendations fo...

   See full list on ontario.ca

   At a IPRCmeeting the chair introduces everyone and explains the purpose of the meeting. The IPRCwill review available information about the student. The committee can: 1. consider an educational assessment 2. consider a health or psychological assessment conducted by a qualified practitioner, if they feel that an assessment is required to make a co...

   See full list on ontario.ca

   Before the IPRCconsiders placing the student in a special education class, it must consider whether placement in a regular class with appropriate special education services will: 1. meet the student’s needs 2. be consistent with the parent’s preferences If, after considering all of the information presented, the IPRCis satisfied that placement in a...

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   To appeal a decision, you must give written notice to the secretary of the board. The timeline to appeal a decision is either: 1. within 30 days of receiving the original decision 2. within 15 days of receiving the decision from the follow-up meeting The notice of appeal must include: 1. which decision you disagree with 2. a statement that sets out...

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   A review IPRCmeeting will be held within the school year. You can waive the annual review by providing written notice to your child’s principal. After your child has been in a special education program for three months you can request a review IPRCmeeting any time. At a review IPRC meeting, the committee considers the same type of information that ...

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7. www.parallellearning.com › post › special-educationSpecial Education Teachers: Roles and Responsibilities

   www.parallellearning.com › post › special-education

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   Special education teachers are instrumental in fostering inclusive education by providing personalized support to students with diverse learning needs. They adapt curriculum, conduct assessments, and collaborate with various stakeholders to create an empowering learning environment.

8. www.understood.org › en › articles4 benefits of inclusive classrooms - Understood

   www.understood.org › en › articles

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   • Tailors teaching for all learners. All students learn differently. This is a principle of inclusive education. In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress.
   • Makes differences less “different” Inclusive classrooms are filled with diverse learners, each of whom has strengths and challenges. Inclusion gives kids a way to talk about how everyone learns in their own way.
   • Provides support to all students. In more traditional special education settings, many kids are “pulled out” for related services like speech therapy or for other specialized instruction.
   • Creates high expectations for all. In an Individualized Education Program (IEP), a student’s goals should be based on the academic standards for their state.

9. www.teachspeced.ca › homeWelcome | Teach Special Education

   www.teachspeced.ca › home

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   Welcome to the Special Education Gateway, your passage to effective strategies and resources for teaching students with special needs in Ontario’s elementary and secondary schools. This site has been developed by the Ontario Teachers’ Federation (OTF), with funding from the Ontario Ministry of Education.

10. www.ontario.ca › page › special-education-laws-andSpecial education laws and policies - Ontario.ca

    www.ontario.ca › page › special-education-laws-and

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    Regulation 298: Operation of Schools-General contains qualifications for special education teachers, a provision for reducing the length of the school day for exceptional pupils, and maximum class sizes for special education classes.