A Teacher's Guide to Special Education

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About

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?

Introduction

Special Education and the Laws That Affect It

Educational Frameworks and the Pre-Referral Process

The Referral and Evaluation Process

General Education Teachers and IEPs

Other Students Who Require Accommodations

About the authors

David Bateman is a professor in the Department of Educational Leadership and Special Education at Shippensburg University of Pennsylvania, where he teaches courses about learning disabilities, special education law, assessment, and facilitating inclusion to future teachers and administrators. Dr. Bateman has been a classroom teacher of students with learning disabilities, behavior disorders, intellectual disabilities, and hearing impairments.

Bateman is a former due process hearing officer for Pennsylvania, and uses his knowledge of litigation relating to special education to assist school districts in providing appropriate supports for students with disabilities. His latest area of research has been on the role of principals in special education. He has been a classroom teacher of students with learning disabilities, behavior disorders, intellectual disability, and hearing impairments, and a building administrator for summer programs. He has recently coauthored the following books: A Teacher's Guide to Special Education, A Principal's Guide to Special Education (Council for Exceptional Children, 2014), and Charting the Course: Special Education in Charter Schools (Council for Exceptional Children, 2016).

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Jenifer L. Cline is a special education administrator in Great Falls Public Schools in Great Falls, Montana. Ms. Cline has practiced speech pathology in a variety of schools and has worked as a special education administrator for the last 10 years as both the special education director of a special education cooperative and as a district-level special education administrator.

An active member of the Council of Administrators of Special Education (CASE), she has served on its professional development committee and as the president of Montana CASE. She is coauthor of Efficient and Effective Management of Resources and Data: Making It Meaningful (NPR).