The Role of an Inclusive Special Education Teacher

What if every student had exactly what they needed to success? In the same classroom no less. Thats the goal of inclusive education. It removes the barriers that hinder educational, social, and emotional growth for students with special needs who need more support in the general education classroom. It provides quality education to special education students in every environment where there are other students. It supports diverse needs and does this by leveraging the knowledge and skills of the general education and special education teacher. 

An inclusion teacher is a teacher who works with all students regardless of labels or needs within the general education setting. Special education teachers play a pivotal role in educating these students and executing on individual education plans, special education services, and additional support in the general classroom. 

In this blog post, we’ll discuss the role of the special education in an inclusive classroom. We’ll dive into the number of ways they provide education, extra support, encouragement, and have a positive impact on a daily basis. While we know the general education teacher is extremely important in inclusive education, this article will be focused on special education teachers. If you’re a regular education teacher, please know I value you! And I hope the information below helps you build a positive relationship with your co-teaching special education teacher. 

What Is a Special Education Teacher (SPED Teacher)?

A special education teacher is one who specializes in educating students with disabilities. They are trained in various methods, research, and curriculum targeting learning difficulties. Special education teachers are great at understanding the needs of all students, regardless of their disabilities. Some of the disabilities special education teachers support student with in the classroom are:

• ADHD
• ASD (Autism)
• Dyslexia
• Other specific reading and math disabilities

A special education teacher’s teaching methods are targeted to the individual needs of each student. They provide equal access to all aspects of the school environment through targeted supports. Some core responsibilities of the special education teacher are to develop IEPs (individualized education plans), take data, conduct testing, collaborate with teams, manage accommodations, modify curriculum, address behavior, and more. 

Outside of the inclusion setting, these are some things a special education might do during their day: 

• Pull-out services
• 1:1 or small group instruction
• Teacher students in self-contained settings
• Consulting with related service providers (OT, speech, counseling)
• Family communication and advocacy
• Paperwork and compliance

What Does an Inclusive Classroom Mean?

Now, let’s talk about what it means to truly have an inclusive classroom. The definition of an inclusive education system is that each and every single student, regardless of their ability, is able to access high-quality education within the same environment; which is often referred to as general education settings. 

Of course this sounds beautiful and something to strive for, but it is also a legal requirement. Within The Individuals with Disabilities Education Act (IDEA), there is a principle, Least Restrictive Environment (LRE), that states students with disabilities should be educated next to non-disabled peers to the greatest extent possible. This means that it is a legal, federal requirement that students are placed among their peers regardless of individual ability. 

Inclusive education is the goal because of the incredible benefits for all students, not just those with IEPs. All students gain greater skills academically, socially, and emotionally.

The Role of the SPED Teacher in an Inclusive Setting

So, what does the special education do in the inclusive education setting? What are their roles and responsibilities? Let’s break it down by planning, modifying, supporting, assessing, advocating, and managing. Within each of these buckets, I’ll share what best practices for a special education teacher looks like in this crucial role.  It is also important to communicate your role with your general education teacher. Both of you may have ideas of what each of your roles are, so having an open and honest conversation about both of yours roles can help make it a great team.

Of course, school districts will each have varying responsibilities and expectations, but these are general enough that they will be helpful to give you a wide picture of what a school day may look like for a special education teacher.

Depending on your caseload, your co-teacher, and the way your classrooms are set up, you may do more or less of any of these buckets on a given day. But they are each a valuable and integral aspect of being an inclusive special education teacher in a general education environment.

Planning

A strong inclusive classroom starts with intentional planning. The special education teacher is a key part of that process alongside classroom teachers. SPED teachers collaborate regularly with general education teachers to make sure lessons align with IEP goals and are accessible to all students. This co-planning time isn’t just about tweaking lessons after the fact, it’s more about proactively identifying where students with different abilities may need support. This is where teachers build in scaffolds from the very beginning. 

Whether it’s adjusting pacing, pre-teaching key vocabulary, or designing visuals to aid comprehension, SPED teachers help anticipate potential roadblocks so students can access the content alongside their peers. The goal? That every student walks into the classroom already set up for success.

Modifying and Accommodating Instruction

Once instruction has begun, special education teachers are constantly adapting. If you’re a special education teacher, you know that individual students need ongoing modifications and accommodations. 

Special educators may modify assignments so students can show their understanding in a different way, or accommodate how instruction is delivered by breaking things down step-by-step, offering verbal and visual directions, or incorporating hands-on tools to support learning. Assistive technology might be introduced for students who need support with reading, writing, or communication. 

It is important to make this distinction clear modifications change what the student is expected to learn and accommodations change how a student learns.

Modification examples include simplified text, adapted grading, or completing different test questions than their peers.

Accommodations include having questions read, special seating arrangements, refocusing prompts, the presentation of the tasks such as task boxes and more.

These adaptations don’t change the content entirely, they make it accessible. SPED teachers are amazing at meeting students where they are while still holding high expectations. They help ensure the “how” of learning is just as personalized as the “what.” This is where the inclusive learning process really shines. 

Supporting All Students

While SPED teachers are legally responsible for supporting students with IEPs, their expertise definitely benefits the entire class. Strategies that support neurodivergent students like visual schedules, sensory breaks, chunked instructions, or collaborative learning are just as effective for neurotypical students. 

That’s the magic of a truly inclusive classroom. SPED teachers provide these tools in real time, showing their general ed colleagues how to build a more accessible classroom for everyone. 

They help create an environment where diverse learning styles are not just accommodated, but celebrated. And often, they’re the ones reminding the whole team that inclusion isn’t about helping some kids, it’s about creating a classroom where everyone belongs.

Assessing and Progress Monitoring

One of the most crucial responsibilities, and not as glamorous, of a SPED teacher is collecting and analyzing data tied to IEP goals. This doesn’t always look like traditional testing as it pertains to qualifying for special education services. It also includes informal check-ins, observation notes, work samples, and student self-assessments. 

SPED teachers continually track progress to ensure students are growing and that supports are effective. They also contribute to school-wide processes like RTI (Response to Intervention) and MTSS (Multi-Tiered Systems of Support), bringing real insight into how students are doing academically and behaviorally across settings. 

Need a teacher tip for this? I love using task boxes to help with progress monitoring. Sometimes I would give a student a task box, have them complete it independently and then I record on accurate they were. It is something they can do on their own and I can see what they know. 

Advocating

SPED teachers are fierce advocates and this is probably one of the most important parts of the job. They make sure students’ needs are understood and met, not just in the classroom, but in IEP meetings, with administration, and in speaking with families. They often act as a bridge between the student, their family, and the school system. It’s important for the special education teacher to make sure student voices are heard, respected, and prioritized. 

This sometimes means challenging systems or practices that aren’t naturally inclusive. It means pushing for better training, better tools, or better communication. This can be an awkward and difficult part of the job because there are many barriers that have to be overcome in educational systems in order for all students to get what they truly need. SPED teachers know that advocating for students is a daily responsibility and they do it with purpose, even when it’s hard.

Classroom Management

Creating an inclusive classroom also means building a safe, supportive space where students can learn without fear of judgement. SPED teachers play a big role in developing and implementing behavior intervention plans and helping to set up systems that support positive behavior. We may be responsible for a few children’s behavior intervention plans formally, but the way the classroom is managed can help or hinder these efforts. It’s important that all teachers are on the same page. 

A special education teacher may help students regulate emotions, manage transitions, and build social skills while also working on academic goals and objectives. They’ll work closely with paraprofessionals—training, modeling, and supporting them so they can implement supports consistently and effectively.  

They can help build calming corners, develop positive systems, add visuals to support all students and more. Want to get all of these for your classroom? Check them out here!

A SPED teacher’s presence can help shift the classroom culture toward empathy, patience, and high expectations, where students are seen for their potential, not just their needs. Again, this way of thinking and practicing are part of the benefits of inclusion for ALL students.

Making Co-Teaching a Positive Experience

Working in an inclusive classroom, means that the general education teacher is getting special education support in their classroom. In order for this to be successful, both educators must be on the same page. They have to provide regular updates to each other. Communication is vital for quick check-ins, shared planning time to collaborate, and giving each other feedback. 

Both roles are critical in creating an equitable learning environment. There is no, “my students vs. your students” happening here. Both teachers are equally responsible for all students in the classroom. There’s no “helper” or “real teacher” either. While the roles and responsibilities may different, each teacher brings value to an inclusive educational setting for all students. 

Make sure you take time to celebrate small student wins and big successes together. This is a joint effort and both of your jobs can feel draining and difficult at times. Take a moment at the end of the week to share a win you had with each other and thank them for their support.

As you can see from this blog post, inclusive education isn’t just a philosophy. It’s a practice that requires collaboration, intentionality, and heart (and a lot of perseverance).

At the center of it all, special education teachers bring a unique blend of skill, strategy, and compassion to every classroom they’re a part of. They’re not just delivering accommodations or modifying assignments, they’re bridging tough concepts so students can learn without the struggle and thrive. Their role in the inclusive setting is layered, dynamic, and essential.

But here’s the truth: the success of inclusion doesn’t rest solely on the shoulders of one educator. The commitment is shared. When special education teachers and general education teachers work as a united front, planning together, supporting one another, and showing true collaboration, students thrive. Inclusion becomes more than just a legal mandate that we have to do, and it becomes purposeful.  Classroom culture rooted in equity and respect are at the core of inclusion. 

Every student brings a unique set of experiences, abilities, and challenges to the classroom. It’s crucial for teachers to recognize and address these individual differences to ensure that every student has the opportunity to thrive. This includes implementing strategies that accommodate various learning styles, cultural backgrounds, and behavioral needs. While we know that’s easier said than done, if your inclusion practice is rooted in collaboration, open communication, and you have a dedicated team, it’s so much easier. 

So whether you’re a seasoned SPED teacher, a general education teacher stepping into co-teaching for the first time, or an administrator looking to support inclusive practices, know this: the work you’re doing matters. It quite literally changes lives. When done intentionally, inclusive education doesn’t just meet students where they are, it takes them further than you think.