The Role of Student Program Support Teachers and Subject Teachers in Inclusive Schools
The table that follows outlines the roles of teachers in inclusive schools. The level of collaboration and co-teaching in inclusive schools will be impacted by a number of variables such as: students’ diverse learning needs, teachers’ training and background, physical space, and available resources.
Administrators will evaluate the needs within the school and determine how best to deploy personnel. Student Program Support Teachers (SPST) are to support students with exceptionalities. In instances where the SPST is working in a classroom with students with exceptionalities, he or she may also support the learning of other students as opportunities arise.
Although some roles are common to subject teachers and SPST, it is important to acknowledge that both teachers bring areas of expertise from their respective fields which complement each other and enrich the teaching/learning environment.
|Student Program Support Teacher||Subject Teacher|
|Provide information to the subject teacher regarding exceptionalities and the program planning process.||Provide information to the instructional resource teacher regarding curricula.|
|Conference with subject teacher regarding student-specific accommodations, strategies, modifications and alternate programming outcomes.||Conference with SPST on curriculum outcomes and instructional and assessment strategies pertinent to individual students.|
|Assist with identification of outcomes requiring modification||Take the lead in the identification of outcomes requiring modification and the delivery of modified prescribed courses|
|Take the lead in the development of alternate programs, courses and curriculum and collaborate with classroom/subject teacher in the delivery of the outcomes.||Collaborate with the instructional resource teacher regarding classroom delivery of selected outcomes of alternate programs, courses and curriculum|
|Make joint decisions regarding appropriate instructional environments for outcomes of alternate programs, courses or curriculum |
|As a member of the program planning team, collaborate in the development and implementation of the Behaviour Management Plan (BMP). |
Collaborate to identify co-teaching opportunities for the provision of classroom support. Teachers may want to consider things such as: IEP outcomes and accommodations, teachers' familiarity with the curriculum, curriculum goals and modifications, and physical arrangement of the classroom.
|Provide large group, small group and individual instruction to students as required |
Coordinate the implementation of assessment/evaluation procedures such as:
- scheduling of tests
- test accommodations
- progress monitoring
- running records
|Ms. Kathy Travis (A-L)||firstname.lastname@example.org||39035|
|Ms. Siobhan Liabotis (M-Z)||email@example.com||29041|
|Ms. Martha Macuase (STC)||firstname.lastname@example.org||35070|
|Ms. Michelle Van Schyndel (STC)||email@example.com||35038|