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The shift also places them in charge of teaching risk-reduction behaviours within inclusive settings, requiring ongoing reevaluation of purpose and practices.",{"@graph":14,"@context":72},[15,34,55],{"@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/research-report/","Research & 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has inclusive education changed special education teachers’ responsibilities in Manitoba?","Question",{"text":62,"@type":63},"Inclusive education shifted special educators from isolated instruction to co-teaching and providing support for regular classroom teachers, along with added communication and administrative responsibilities.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the article say about the original focus of special education teaching?",{"text":67,"@type":63},"Previously, special educators taught students with learning difficulties or disabilities in their own isolated settings and implemented individualized education plans in their own classrooms.",{"name":69,"@type":60,"acceptedAnswer":70},"Why is communication considered crucial for successful inclusion?",{"text":71,"@type":63},"The article states that communication enables both teachers to coordinate effectively, plan together, consult on IEP progress, and provide the best educational opportunities 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Bradley  \nAbstract  \nThe introduction of inclusive education in Manitoba, Canada, 30 years ago, has changed the roles and responsibilities of special education teachers. These professionals are now teachers without a class, who co-teach with, and are a support service for, the regular education teacher. They have new administrative duties, due to increased responsibilities related to scheduling and paperwork. In addition, they are held responsible for the teaching of risk reduction behaviours in the inclusive setting. Special educational teachers have therefore had to reevaluate their purpose in the educational system to provide regular classroom teachers and their students with the opportunity to have the most success.  \nInclusion of special needs students in the regular classroom is a philosophy that has shaped the educational system in Manitoba, Canada, for the past 30 years. Instead of serving these students by means of pull-out programs, resource rooms, and special education classrooms, we now place “students with disabilities of all ranges and types in general education classrooms with appropriate services and supports provided in that context” (Sailor, 2002, p. 13) . The concept sounds simple enough in theory, but it has far-reaching implications for the special education program in a school. With the changes to the educational system, “a student with a disability is no longer only special education’s responsibility: that student is the system’s responsibility”(McLaughlin & Henderson, 2000, p. 57) . In order to meet these changes within the context of inclusive education , special education teachers have had to change their roles and responsibilities. They have become teachers without a class, who co-teach with the regular education teacher. Their new role as a support service for the regular classroom teacher imposes new communication demands. They have also taken on administrative duties, due to the increased responsibility of scheduling and paperwork. Finally, they are responsible for ensuring that risk-reduction behaviours are taught in the inclusive setting.  \nSpecial education teachers may feel confused and unclear about their role as teachers , with the shift to inclusion. When teachers have classes of their own students, they know what is expected. They set up the rules and have expectations set for their students. When special educators taught in an isolated setting, they taught the students with learning difficulties or disabilities (York-Barr & Kronberg, 2002) . They created individualized education plans (IEPs) and implemented them in their own classrooms. There was no need to figure out how the special needs students were going to be included in the classroom; they already were a part of it because it was their classroom.  \nWith the move to inclusive education, the special education teacher is still responsible for those same students, but in the role of supportive co-teacher instead of being the primary teacher (York-Barr & Kronberg, 2002) . The teaching of curriculum to special education students, once the sole responsibility of the special education teacher, has become the task of the regular education teacher. Classroom teachers turn to the special education teacher to learn how to provide the best education for these students, including IEPs (Idol, 2006) . Therefore, with inclusion, the main focus is no longer just the education of children; it becomes the education of adults. This is a responsibility that has its own set of challenges.  \nCo-teaching can be a challenge for many people. Most teachers develop a sense of ownership of their classroom. They have it set up the way they like it, with procedures in place that work best for them. The special education teacher may feel like an invited guest in the  \nregular classroom teacher’s classroom and not share the same sense of ownership of the class, which ca","cbCaisxto9GEutml","https://ap.wps.com/l/cbCaisxto9GEutml","pdf",233732,"English","# Abstract\n## Inclusive education and role change\n## Supportive co-teaching and communication\n## Administrative duties and planning demands\n## Challenges with classroom ownership\n## Collaboration and lesson adaptations","[{\"question\":\"How has inclusive education changed special education teachers’ responsibilities in Manitoba?\",\"answer\":\"Inclusive education shifted special educators from isolated instruction to co-teaching and providing support for regular classroom teachers, along with added communication and administrative responsibilities.\"},{\"question\":\"What does the article say about the original focus of special education teaching?\",\"answer\":\"Previously, special educators taught students with learning difficulties or disabilities in their own isolated settings and implemented individualized education plans in their own classrooms.\"},{\"question\":\"Why is communication considered crucial for successful inclusion?\",\"answer\":\"The article states that communication enables both teachers to coordinate effectively, plan together, consult on IEP progress, and provide the best educational opportunities for all students.\"}]","The Changing Roles of Special Education Teachers in the 21st Century - read online free | PDF",1792080646]