Special Education Student Placement

Roles and Responsibilities of the Educator related to IDEA in the classroom

     Firstly, general education teachers are the most knowledgeable person when it comes to knowing a student and their needs in the classroom daily.  General education teachers play an integral role in the everyday life of any student. Therefore, general education teachers are the ones most likely to bring any special needs or disabilities to the attention of others who may provide important support. Teachers play a key role in deciding whether a student should be evaluated for a disability. From this, teachers must document students’ behaviors and concerns in the classroom; it is important to note how the teacher handles such behaviors and concerns. When extra help is needed it is important to approach special education staff to provide support for the student in need.

1.     Identify students with special needs that may need extra support.

2.     Contribute to intervention discussions with other school staff.

3.     Implement positive strategies and techniques to provide appropriate intervention.

4.     Provide day-to-day instruction & stay consistent.

5.     Communicate with colleagues if the teacher needs extra support regarding students with disabilities.

6.     Write appropriate IEPs for the student with disabilities.

7.     Communicate and collaborate with parents in order to foster growth and learning.

Second, special education teachers most likely know most about each student with special needs. They manage and coordinate services for special needs students to ensure they can succeed in the classroom. Student placement is important. Students will be placed in general education classes, resource programs, separate classes, separate schools, residential facilities, or home and hospital settings.

            Types of special education teachers (also known as special services teachers or                              intervention specialists) include:

·      Consulting teacher

·      Resource teacher

·      Inclusion specialist/support facilitator

·      Itinerant teacher

·      Transition specialist

·      Job coach

Other specialists & service providers include:

·      School psychologists

·      Counselors

·      Speech/Language Therapists

·      Social Workers

·      Physical Therapists and Occupational Therapists

·      Adaptive Physical Educators

·      Nurses

·      Administrators

·      Paraprofessionals

·      Consultants

·      Bilingual teachers

·      Mobility specialists

·      Sign-language interpreter

Although special education students receive support in the classroom, it is important that they foster their own learning at times as well.  One important goal that all students should have is SELF-DETERMINATION! Students should be active in making decisions about their own education.

As a teacher there is further action to take to support students with unmet needs. Teachers should contact the parents, contact supportive colleagues, try simple everyday interventions, and document student needs!


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     The Response to Intervention procedure analyzes student-learning problems. It is considered fairly new. Response to intervention is a systematic use of ongoing interventions based on research in the field. It is simply a way to determine if a child actually has the learning disability. The technique is based on tier intervention:

1.    Intervention phase- Rather than acting upon and changing accommodations in the classroom, the teacher will first observe the student’s behavior and learning. The teacher will look out for problems that the student may be having in the classroom that would relate to a learning disability. Teachers should make note of their observations; therefore, when it comes to making changes, they have information for review and to share with others that may be important in helping the child.

2.    Initial Decision- If a student is referred for special assessment; the school must contact the parent or guardian of the student to receive permission to test the child. Next, the school will perform tests to assess the student. When results return, the collaborating teachers and parents working with the student will review results to determine further measures to ensure the child’s success.

3.    Delivery, Monitoring, Revision- After the collaborators review the results, the teachers will receive an IEP for the student which clarifies details and any extra accommodations that the student should receive. Students may be placed in special programs or classes. It is important that teachers follow the IEP to meet student needs and determine whether the IEP is helpful. After the IEP is put into place, the interdisciplinary team of collaborating teachers and others will meet again to discuss the student’s needs or transitions.