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The guidance further clarifies administrative requirements, recommended disability enrollment percentages, blended classroom size limits, funding and placement responsibilities, and professional development and child find processes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/inclusion-models-and-guidance-dually-licensed-teacher-itinerant-model-model/537237/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/inclusion-models-and-guidance-dually-licensed-teacher-itinerant-model-model/537237.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the Dually Licensed Teacher Itinerant Model used for?","Question",{"text":63,"@type":64},"It provides regular and special education services to a group of children, including those with and without IEPs, typically in community-based childcare or preschool settings. Special education services are delivered in regular education classrooms through collaboration with regular education teachers and other staff.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do inclusive classroom staffing and service delivery work with IEPs?",{"text":68,"@type":64},"The IEP team (including parents) determines placement, and general education should be considered for all students. Strategies and services identified in IEPs are provided in the classroom, with related services embedded into play, activities, and routines to support minimal transitions.",{"name":70,"@type":61,"acceptedAnswer":71},"What enrollment and classroom size guidance applies for block grant programs?",{"text":72,"@type":64},"Programs should recommend at least 10% but not more than 30% of each classroom’s enrolled children have disabilities. Blended classrooms must have a maximum of 20 students and a minimum of 15, while still serving students funded through the grant.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},537237,1791764056,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},7,40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":97,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Illinois State Board of  \nEducation  \nInclusion Models and Guidance  \n* Dually Licensed: Professional Educator License ( PEL) endorsed in early childhood with early childhood special  \neducation approval  \n**Model frequently used to provide services in community based childcare or preschool settings.  \nDually Licensed Teacher Itinerant Model**  \nModel  \n· Teachers who provide regular and special education to one group of children, those with and without IEPs  \n· 1 FTE dually licensed*  \n· 1 FTE assistant  \n· Teachers and related service providers deliver special education services in regular education classrooms in collaboration with the regular education teacher and other staff.  \n· 1 dually licensed* or PEL endorsed in LBS1 with ECSE approval. FTE determined by IEP needs.  \nTeam ( Co-Teaching)  \nModel  \n· Teachers with different certifications work together to plan, implement and assess the activities of all children.  \n· 1 FTE dually licensed* or PEL endorsed in LBS1 with ECSE approval  \n· 1 FTE teacher with PEL endorsed in early childhood  \n· 1 FTE assistant  \nCollaborative  \n· Special education and related services staff confer with regular education staff specific to children with IEPs. Teachers who provide regular and special education to one group of children, those with and without IEPs  \n· Can occur as isolated model or as an addition to the above.  \nConsiderations for Inclusive Classrooms  \n The IEP team ( including parents) determines the placement for children with IEPs and general education should be considered for all students.  \n Multiple funding sources may be used to implement inclusive classrooms ( PFA, Title 1, PFA/E , tuition, Head Start, local funds) .  \n All special education services, supports, accommodations and modifications are paid for by special education or local funds.  \n Programs must adhere to the 70/30 non-IEP/IEP ratio, excluding IEPs for speech only. Including speech only IEPs, the ratio cannot exceed 50/50 .  \n Strategies, supports, and services identified in IEPs are provided in the classroom, including related services, and are embedded into classroom play, activities, and routines, resulting in minimal transitions.  \n The preschool inclusion initiative for ISBE is Early CHOICES, who provides training and technical assistance on inclusive practices. Their tools and supports can be found [at ](at www.eclre.org)[www.eclre.org](at www.eclre.org).   \nInclusion Clarification Early Childhood Block Grant Programs  \nThe purpose of this section is to clarify best practice regarding administrative rule 235 .30 ( 6)” applicants must provide a description of the provisions to be made to allow for the participation of children with disabilities in the program ”for purposes of correct implementation. The IEP team ( including parents) determines the placement for children with IEPs and general education should be considered for all students.  \n Recommend at least 10%, but not more than 30%, of each classroom’s enrolled children have disabilities.  \n The maximum number of students in the classroom is 20 and minimum number is 15 for blended classrooms. The number of students funded through the grant should still be served.  \n Students with an IEP should be considered a PFA/E sudent and are active members of the classroom.  \n Community based programs work with LEAs to develop an MOU to ensure students are being referred, evaluated and provided services. LEAs also reach out to community programs in order to develop a relationship to ensure Child Find requirements are fulfilled.  \n Program mission statements reference that all students can be included and educated in the program.  \n Programs refer to Page 1 of this document to ensure appropriate licensure.  \n Administration and staff participate in professional development training, internal and external, related to providing services to children with IEPs in the regular early childhood classroom and supporting families through the identification and evaluat","cbCaipGwcVfFvzgF","https://ap.wps.com/l/cbCaipGwcVfFvzgF","pdf",69312,"English","# Dually Licensed Teacher Itinerant Model\n## Team (Co-Teaching) Model\n## Collaborative Model\n# Considerations for Inclusive Classrooms\n## IEP team placement and funding\n## 70/30 ratio and service delivery\n# Inclusion Clarification Early Childhood Block Grant Programs\n## Best practice and administrative rule clarification","[{\"question\":\"What is the Dually Licensed Teacher Itinerant Model used for?\",\"answer\":\"It provides regular and special education services to a group of children, including those with and without IEPs, typically in community-based childcare or preschool settings. Special education services are delivered in regular education classrooms through collaboration with regular education teachers and other staff.\"},{\"question\":\"How do inclusive classroom staffing and service delivery work with IEPs?\",\"answer\":\"The IEP team (including parents) determines placement, and general education should be considered for all students. Strategies and services identified in IEPs are provided in the classroom, with related services embedded into play, activities, and routines to support minimal transitions.\"},{\"question\":\"What enrollment and classroom size guidance applies for block grant programs?\",\"answer\":\"Programs should recommend at least 10% but not more than 30% of each classroom’s enrolled children have disabilities. Blended classrooms must have a maximum of 20 students and a minimum of 15, while still serving students funded through the grant.\"}]","Inclusion Models and Guidance - Dually Licensed Teacher Itinerant Model - Model | PDF",1791604249]