Ways general education teachers can take ownership of meeting the learning needs of students with exceptionalities in their classrooms

Independent Application of Strategies:

After gaining insight, the general education teacher can proactively implement and track data on the following independent strategies:

Differentiated Materials: Provide low-cost, low-effort adjustments like:

Graphic Organizers for note-taking (addressing organization).

Pre-highlighted Text or simplified reading passages (addressing reading comprehension).

Manipulatives or technology tools (e.g., text-to-speech) (addressing abstract concepts or processing deficits).

Tiered Assignments: Create three levels of the same assignment (basic, scaffolded, advanced) so students with exceptionalities can work on the same core concept but at an appropriate level of complexity, fostering engagement without frustration.

2. Cultivating an Inclusive and Flexible Learning Environment

Taking ownership means proactively designing a classroom that minimizes barriers, reducing the need for constant one-on-one intervention.

How SET Insights Can Be Applied:

Understanding Universal Design for Learning (UDL): SETs often emphasize UDL principles—designing instruction with flexibility built in from the start. General education teachers take ownership by making UDL their default instructional approach.

Example Application: An SET might stress the need for multiple means of representation. The general education teacher applies this by presenting a new concept through a lecture, a video, and a hands-on activity simultaneously, thereby embedding accessibility.

Sample Answer

General education teachers can take ownership of meeting the learning needs of students with exceptionalities by actively engaging in co-planning and adapting instruction based on special education insights, and by fostering an inclusive, flexible classroom environment where all students can learn.

1. Active Application of Special Education Insights

General education teachers should view special education teachers (SETs) as essential partners and experts, actively seeking and applying their specific guidance on a student's needs.

How SET Insights Can Be Applied:

During Meetings (IEP, Check-ins): General education teachers should shift from being passive recipients of information to active learners and contributors. They should ask the SET for a "high-leverage" strategy—one powerful, easy-to-implement adjustment that will yield the biggest results for a student.

Example Application: An SET might note that a student with ADHD struggles with multi-step directions due to working memory deficits. The general education teacher should then commit to applying the strategy of chunking instructions (breaking down a task into 1–2 manageable steps) and using visual aids (writing steps on the board).

Focus on Function, Not Just Label: The SET provides the functional reason behind a struggle. A general education teacher can take ownership by focusing on adjusting the instruction to address that function (e.g., "The student struggles with processing speed," not just "The student has a learning disability").