Role: To provide support and assistance to general and special education teachers implementing inclusive education practices.





1. To promote a positive attitude and actively lead the school system in a focused effort to develop and implement an inclusive education program.


2. To assist the schools in problem solving, and ensure that support and resources are available to the schools to implement inclusion.


3. To provide inservice training that addresses the identified needs of schools and teachers.


4. To provide teachers the opportunity to attend workshops and conferences so that they continue to grow and gain the necessary skills to implement inclusion successfully in their schools.


5. To provide opportunities for teachers and para-educators from different schools to visit other schools to share experiences and find solutions to mutual challenges.


6. Staff should have an ongoing role in the successful implementation of inclusion and provide continuity from year to year.


7. To participate in the hiring of teachers, para-educators and professional staff.


8. To serve as a liaison among building principals, teachers, and staff representatives.


9. To supervise teachers, coordinating that supervision with processes building principals have in place.


10. To handle reports, grants, requisitions, and plan budgets.


11. To help teachers understand district policy and procedure.


12. To sit in on Individual Education Plan (IEP) meetings, take notes and give input as needed. To attend problem IEP meetings, facilitate due process or go to court when necessary.


13. To coordinate with agencies that participate in student IEP meetings (e.g., developmental disability case managers).


14. To correspond with other districts and individuals requesting information about programs or desiring tours.


15. To problem solve with parents and teachers.







Role: To act as a resource and consultant to both regular and special educators fostering inclusion:




1. To evaluate as a member of the multidisciplinary team and in accordance with the guidelines from Bulletin 1508 and the regulations implementing Act 754, those pupils suspected as being in need of special education services.


2. To interpret assessment findings to parents, teachers, principals, and other professional staff.


3. To complete reevaluations as mandated by Bulletin 1508.


4. Attend IEP meetings on initial and reevaluation cases and assist teachers with the implementation of the IEP based upon evaluation/reevaluation results.


5. To provide teachers with consultative services regarding modifications, interventions, teaching/behavior management strategies.


6. To assist contact school with the implementation of inclusion by providing assistance regarding scheduling, grading, and appropriate placements for exceptional students.


7. To assist with the Success-For-All reading program. (i.e., screening, testing, placement, gathering data, behavioral observations/modifications, etc.)


8. To participate and serve as a member of the School Wide Assistance Team.


9. To provide screenings and support services to contact schools.


10 To participate in special education eligibility determinations and IEP staffings.


11. To attend staff, professional, and interagency meetings.


12. Increased intervention with families, helping parents to understand developmental levels and set realistic expectations for their children.


13. Increase time for collaborative problem-solving with regular education teachers.


14. Increase participation in curriculum adaptation to meet the needs of included students.


15. Assist families to understand how specific disabilities impact student ability to succeed in targeted curricular areas.


16. To be vigilant that students with disabilities are included appropriately, in order to insure that all students in a regular classroom have equal opportunities to benefit from the instructional program.


17. Monitor ongoing programs.


18. Increase time devoted to staff development of the needs of students with low incidence disabilities who are to be included, such as multi-needs, autism, medically fragile, consultations as requested.







Role: To actively lead the school in a focused effort to develop and implement an inclusive education program.




1. To coordinate the scheduling of teachers and classes in their building. (Teacher assignment/classroom placement)


2. To participate in the hiring of all teachers and staff in the building.


3. To secure substitute teachers.


4. To supervise and evaluate teachers and all other staff in the building.


5. To correspond with parents and other entities inquiring about the school or its program. Most schools publish handbooks and periodic newsletters.


6. To prioritize requisitions that come in for equipment and supplies.


7. To work with the parent organization to facilitate their activities.


8. To discipline and issue citations for disturbances.


9. To work with Pupil Appraisal Contact Persons and other agency personnel.


10. To supervise lunchrooms and coordinate and monitor buses.


11. To communicate regularly with teachers and help them with problems they have with their students, parents, other teachers or the curriculum.


12. Administrators will promote a positive attitude and actively lead the school in a focused effort to develop and implement an inclusive education program.


13. Administrators will assist in problem solving, especially with logistical issues. (Example: Providing time for collaboration between special and general educators.)


14. Administrators should provide the assurance for every parent that their child is welcome in the school and participating in an inclusive educational setting.


15. To participate in IEP meetings.


16. To check lesson plans for inclusion.


17. To assign para-educators to a supervising special services teacher.


18. Despite the law’s insistence that special needs students have the right to be in general education classrooms, it is the duty of principals to determine which teachers will provide a positive experience.







Role: To provide instruction and support which facilitate the participation of students with disabilities in regular education classroom



Special Education Teachers


1. The special education teachers shall serve as case managers and be responsible for the development, implementation, and evaluation of the designated students’ IEPs.


2. The special education teacher should provide the necessary information to the classroom teacher prior to the child entering the class regarding the student’s disability, medical concerns, and/or equipment operation (ways to meet unique needs).


3. The special education teacher should collaborate with the regular education teacher in adapting the curriculum, providing appropriate modifications, ensuring the implementation of modifications, and assessing overall progress of the child.


4. The special education teacher shall develop schedules and supervise plans for para-educators.


5. The special education teacher shall complete and maintain all assigned student’s records. (i.e., IEP, ESYP, documentation, progress report, behavior plan, etc.).


6. The special education teacher shall maintain contact with the assigned student’s parents or family.


7. The special education teacher may also assist with other students who are in need of assistance.


8. The special education teacher shall monitor student progress, which is then conveyed in the 9 week progress report.


9. The special education teacher shall gather data useful for planning instructional programs, modifying existing programs, and communicating with others.


10. Special educators must have excellent skills in the area of public relations in order to maintain goodwill with general educators.


11. The special education teacher may team teach lessons, either small group or whole class.


12. The special education teacher may assist in the development of classroom weekly lesson plans.


13. The special education teacher may assist in the development of learning centers.


14. The special education teacher may assist in the development of enrichment materials.


15. The special education teacher may assist in the completion of student records.


16. The special education teacher may assist in daily routines such as taking roll and lunch count.


17. With the general education teacher, develop and supervise plan for paraprofessional duties.


18. With the general education teacher, teach identified lesson. Individual student and classroom needs must be considered when planning co-teaching activities.







Role: To plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment.





1. Develop and implement weekly lesson plans that facilitate the participation and learning of all students.


2. Monitor and evaluate progress of all students.


3. Maintain communication with students’ parents or families.


4. Recognize students’ individual abilities and use various teaching techniques to facilitate learning of all students in the classroom.


5. Meet with support teacher on a regular basis and provide information necessary for modifications and adaptations to be developed and implemented.


6. Work collaboratively with support teacher to assist in development of a support plan that meets the needs of all students in the classroom.


7. Collaborate with the support teacher to assist in the development of the para-educator’s schedule.


8. Supervise the para-educator’s completion of designated activities when in the regular education classroom.


9. Provide a model of appropriate interaction and communication with the student, including recognition and acknowledgement of the positive attributes and contributions of all students in the class.


10. Provide the support teacher with information about the classroom curriculum, instructional strategies, management techniques, routines, and rules.


11. With the support teacher, provide disability awareness activities.


12. Facilitate positive social relationships among children.


13. Be aware of and responsible for safety and medical precautions.


14. Keep the special educator informed as to the performance of special needs students in your class on a regular basis. It is helpful if you provide a copy of midterm grades and assign report card grades collaboratively with the special educator.


15. The classroom teacher should use innovative instructional strategies, including cooperative learning, peer tutoring, hands-on activities, and learning centers in meeting the needs of all children in their classroom.






Role: To assist and enhance the educational process of all students in both instructional and non-instructional activities.




1. Perform duties under the direct supervision of the assigned support and general education teachers. Duties may include, but shall not be limited to: implementing tutorial, hygiene, and toileting activities; transferring and lifting students, keeping medical records, and preparing classwork.


2. Assist students with activities as directed by the teacher(s). The paraeducator may assist individual students in the classroom, as well as accompany student(s) to recess and lunch if required by the IEP.


3. Assist and support the student’s instructional process as planned by the teacher(s) and gather and record data.


4. When necessary move from one program area to another within the day. This decision will be made by the school administration and is based on the needs of all students.


5. Support and implement the discipline philosophy of the school, as well as disciplinary procedures designed for individual students.


6. Maintain confidentiality regarding students.


7. Maintain positive relationships with all students, school staff, and parents.


8. Adhere to policy and procedures set forth by each individual school for schedules, break time, lunch time, and duty.


9. The para will attend and participate in all in-service training sessions and become familiar with the inclusion philosophy and procedures as outlined in parish policy.


10. The para may reinforce or drill following the lesson.


11. The para will provide feedback to the teacher.








Role: Support personnel important to the team come from inside or outside the school district and may include: Guidance Counselor, Speech/Language Therapist, Physical Therapist, Occupational Therapist, Adapted Physical Education Teacher, Vocational Evaluator, Vocational Educator/ Vocational Agency Personnel, and Medical Personnel/School Nurse. They will provide expertise in their respective area of knowledge and serve as a resource person in aiding the student’s participation in inclusion.





1. Collaborate monthly with both regular teacher and special education teacher.


2. Assist in classroom management and instruction.


3. Provide direct/related services as needed on an individual or group basis.


4. Communicate with educators the effective use of assistive devices and or technology.


5. Observe students and suggest modifications to enhance lesson attainment.


6. Provide and encourage many opportunities for the student to interact with adults and other students.


7. Make sure verbalizations, directions, instructions, and conversations with the child are directed to his or her level of understanding