Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to?

In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include

The pre-referral, referral, and evaluation processes
Individualized education programs (IEPs) and the parties involved
Accommodations for students who do not quality for special education, including those covered by Section 504
Transition from preK to K–12 and from high school to postschool life
Classroom management and student behavior
Educational frameworks, instructional strategies, and service delivery options
Assessment, grades, graduation, and diplomas

The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom.

the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to?

The pre-referral, referral, and evaluation processes
Individualized education programs (IEPs) and the parties involved
Accommodations for students who do not quality for special education, including those covered by Section 504
Transition from preK to K–12 and from high school to postschool life
Classroom management and student behavior
Educational frameworks, instructional strategies, and service delivery options
Assessment, grades, graduation, and diplomas

David Bateman