General education teachers have a lot on their plates, just like special education teachers do. General ed have an entire classroom to manage, papers to grade, and a million things to think about on a day-to-day basis.
With full inclusion becoming the norm in most school districts around the country, general education teachers who may not have previously had to think about IEP goals or accommodations now have to take the IEPs of students into consideration when planning instruction.
Most general educators may not be familiar with what’s found in the IEP or with the IEP process. Learning about IEPs can seem daunting to someone who may not have much experience with special education.
Luckily, here is a mini crash course on the most important parts of the IEP for general education teachers.
A student’s IEP will include IEP goals in the areas in which he or she struggles. The Present Levels section of an IEP shares more info on all of what a child exceeds and/or struggles with across all areas of performance.
Additionally, the service times section will include how much service time the student is to receive each week. During their service time, the child will receive individualized instruction either one-on-one or in a small group. This service time allows them to work on skills that will help them “close the gap” between their present level of academic performance and the grade-level standards.
Another important section of a child’s IEPs are the accommodations and modifications. Accommodations and modifications are written into the IEP in order to give the student with an IEP better access to the general education curriculum.
Classroom accommodations are things that are used in the classroom in order for a student with special needs to be able to access the general education curriculum. Accommodations do not change the content, vigor, standards, or grade level of the material that is being accessed. On the flip side, modifications do change the content, vigor, standards, or grade level of the general education curriculum.
Accommodations and modifications should be followed closely in order to allow the student to access the general education curriculum, and keep them in their least restrictive environment.
Related service providers might become your new best friends! By taking a look at a student’s IEP, you will be able to see if they have related services in speech, occupational therapy, physical therapy, counseling, or another area.
The related service providers will work with the student for a designated amount of time, and can provide you with suggestions to use in the classroom. For example, a counselor could suggest ways to help the student calm down, or an occupational therapist could give recommendations on different types of paper to use with a student with fine motor deficits.
Did you know that an IEP is a legal document? This is an important fact to remember! Students are entitled to everything that is included in their IEP, and you are legally obligated and required to provide the services outlined in the IEP.
If the IEP is not followed, this is not only doing the child a disservice, it is also leaving the school open to legal action taken by parents. This can be avoided by reading the IEP carefully, following it, and making sure that everything is documented. If you have questions about a child’s IEP, reach out to the child’s caseload manager or special ed teacher.
General education teachers play a crucial role in the data collection and input process for special education students, particularly in the development and implementation of IEPs.
They should document how students respond to accommodations, modifications, and interventions in the general education setting, as well as be able to track student progress on assignments, assessments, and participation. This data helps inform how well the student is accessing the curriculum.
Sharing data and observations ensures the IEP remains relevant and effective. And this goes for the development of new IEPs as well, not just in implementation. General ed teachers should provide as much input data as possible. Special education teachers can provide their Gen Ed peers with an input form prior to the upcoming IEP meeting to allow them to provide data on a diverse selection of data points.
General educators can provide IEP services, too! As long as what you are teaching in a small group, like guided reading, aligns with the student’s IEP goals, service time can be provided by general educators.
Talk to your school’s special education staff to work out who will be providing services and how.
Full inclusion can be so rewarding. Follow the TII Team’s advice to ensure that student IEPs are understood and followed, and watch the magic of inclusion happen in your classroom.
Remember: special education students are general education students first.
Writing IEPs doesn’t have to be overwhelming! The Intentional IEP gives you the tools, training, and resources to turn IEP chaos into clarity. With access to 10,000+ data-backed, standards-aligned goals, expert-led trainings, and ready-to-use data collection tools, you’ll save time, reduce stress, and feel confident in every IEP you write. Join today and transform your IEP process!
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