What We Do


    The Special Education Inclusion Teacher’s primary responsibility is to ensure that the instruction and services outlined in the student’s Individual Education Program are implemented with fidelity both inside the classroom and through pull-out services (as outlined in the student’s IEP). The inclusion teacher is also a case manager for a specific number of students who receive inclusion instruction.  An inclusion teacher typically provides services based on grade levels or by subject area (although at times it may be a combination of both). The inclusion teacher has access to a copy and of the student’s IEP located in eSped or provided by the case manager.  The inclusion teacher will then work with the general education teacher to plan for the design of the lesson, execution of the lesson, the lesson activities with embedded supports, and the assessments that will follow the lesson.  The amount of planning between the general education teacher and the special education inclusion teacher will depend on the type of inclusion supports that are being provided by the special education teacher.   


    In-Class Support is provided when accommodations and supplemental aids (implemented with fidelity) alone are not enough to carry the student through the grade-level TEKS.  The special education teacher can provide in-class support in various ways, however, Sherman ISD will focus on 3 types of in-class support:

    • Collaborative Teaching (Co-Teach)
      • Team Teaching
      • Alternative Teaching
    • Small-Group
    • 1 to 1 Support

    Out of Class Support is provided when a gap in learning is greater than what can be closed in the span of a school year with accommodations and supplemental aids being implemented with fidelity.  When a student is performing multiple years behind his/her peers, it is important that the student receives instruction in the least restrictive environment while also receiving instruction that is prescribed and targeted to meet their individual needs.  Once the educational needs are determined, the special education teacher will use evidence-based practices that are planned and developed to advance the student in the following areas: 

    • Reading: 

    o Phonemic Awareness

    o Phonics

    o Reading Fluency (including oral reading skills)

    o Vocabulary Development

    o Reading Comprehension Strategies

    • Mathematics: Progress builds heavily upon previously learned skills, therefore instructions need to be clear, unambiguous, and systematic with key prerequisite skills taught in advance

    o Concepts and reasoning (basic number concepts, the meaning of operations, geometric concepts)

    o Automatic recall of number facts (memorizing basic addition facts)

    o Computational algorithms (the written procedures or series of steps for solving more complex    

            calculations- regrouping, borrowing, etc)

    o Functional Math (time & money)

    o Solving word problems


     Data Collection is important in determining the next steps with instruction.  The inclusion teacher will collect data to determine

    • Baseline information
    • Routine use of accommodations/supplemental aids
    • Effectiveness of accommodations, modifications, supplemental aids
    • Instructional gains over time
    • Adjustments needed to be made within the instruction

    Participation in ARD/IEP meetings

    • Complete and return the Teacher Input Form distributed by the student’s case manager
    • Draft standards-based goals and objectives for the subject area(s) where you support the student if needed