TSLB3132

INCLUSIVE EDUCATION
TOPIC 4
Roles and Responsibilities in the
Implementation of Inclusive
Education Programmes
Week 5
Roles and Responsibilities

 School Administrators
 Mainstream teachers
 Resource teachers
School Administrators
 The Principal establishes the vision and direction for
inclusion.
 The administrator is responsible for the school’s overall
educational program and for facilitating the provision
of a continuum of supports and services to meet the
diverse needs within the school.
 Ensure that policies and recommended procedures
relating to program planning of the Education
Ministry are carried out.
 Collaborate with parents/guardians.
School Administrators
The role of the School Administrator:

 implement an inclusive education program

according to the guidelines provided.
 set up and mobilize committees of the school’s
Special Education Program.
 ensuring the need and supporting materials
are provided.
School Administrators
The role of the School Administrator:
 plan and implement In-Service Training on
Inclusive Education Programs for all
teachers and support staff.
 monitor the implementation of the inclusive
education program continuously.
 ensuring the school children are aware and
understand about the Inclusive Education
Program.
School Administrators
The School Administrator also will:
 Facilitate the identification, assessment,
placement and programming for students who
may require targeted and specialized supports
and services.
 Ensure staff are informed of students who have
specific learning needs.
 Ensure that teachers have access to training so
they can support students with specific learning
needs.
Mainstream teachers
 Mastropieri & Scruggs(2010), teachers play a
important role in mainstreaming inclusive
education.
 Teachers with the support of the principal of
school, colleagues, special educators and
parents should develop effective ways of
overcoming barriers to learning and supporting
effective teaching through observing the
quality of teaching and standards of pupils’
achievement and by setting targets for
enhancement.
Mainstream Teachers
Teachers who are important in ensuring the
success of the inclusive education program:

 Class/Subject Teachers
 Counselors
 Discipline Teachers
 Remedial Program Teachers
Class/Subject Teachers
Roles and Responsibilities:
 receive and implement teaching and learning
for students with special needs in an inclusive class.
 collaborating with an special education teachers to
safeguard the welfare of students with special
needs.
 report academic progress and achievement of
special needs students.
 discuss with special education teachers to help
improve the teaching and learning of students with
special needs.
Counselors

Roles and Responsibilities:

 provide counselling and counselling services to

special needs students and their parents/guardians.
 provide report on counselling services for special
needs students (if necessary)
 cooperate with special education teachers to help
students with special needs.
Discipline Teachers
Roles and Responsibilities:

 prepare reports or discipline related

information for students involved.
 helping administrators launch the
implementation of the Inclusive Education
Program.
 cooperate with special education teachers in
relation to the behaviour of students with
special needs.
Remedial Program Teachers
Roles and responsibilities:
 identify special needs students who are in the
mainstream class are included in the Inclusive
Education Program for schools with no Special
Education Integration Program.
 identify special needs students who are in the
remedial classes to be placed in the Special
Education Integration Program.
 Collaborate with special education teachers to
implement the Inclusive Education Program.
Resource teachers
 A resource teacher is a specialized educator
that focuses on helping children with physical
or educational learning difficulties to develop
their reading and writing skills.

 They must be organized, patient, good at

motivating students, extremely understanding
of people's individual needs and able to
accept people's differences.
Resource teachers
 This category can include teachers who are
specialized in educating students who are
visually or audibly impaired, and those
teachers who concentrate on life skills and
basic academic processes to the mentally
impaired.
 Children with disabilities often require some
kind of modified education in order to keep up
with the workload of a specific subject, for
example, mathematics or comprehension
exercise.
Resource Teacher
 The majority of resource teachers work with
children that have mild or moderate
disabilities by using existing traditional
teaching methods that have been modified
from the general education curriculum to
meet each student's individual needs.
 Part of their job will also be to set individual
and realistic targets for each child with the
help of the child's regular teacher.
Resource Teacher
 A resource teacher is a teacher who works
with children who have additional education
needs.
 These children must have a psychological report
and a diagnosis which entitles them to a certain
amount of hours for additional support.
 A resource teacher may work in the classroom
with the child or withdraw the child to work in a 1:1
setting or in small groups with other children with
resource hours.
Resource Teacher
 They will also be responsible for monitoring,
recording and assessing each child's progress,
which will also be done alongside their normal
teacher.

 On important days such as parent-teacher

conferences, both teachers will meet with the
child's parents so that they are able to fully
understand their child's educational needs and
how they are developing.
Resource Teacher
 Some schools may have special individual
rooms called Resource Rooms, which are
like study halls that students who are having
trouble in classes that contain computers,
books, reference books and other
educational aids.
 Each of these rooms will be fitted with
technology that can help students with
learning difficulties, such as computers with
synthesized speech or audiotapes to assist
children.
Resource Teacher
 Resource teachers are primarily involved in
developing the student's behavioural, social
and academic skills, and also helping them
to progress emotional and teaching them to
interact effectively in everyday social
situations.
 Another important aspect of the job is to
begin to prepare students for daily working
life after they graduate. This can include
career counseling or teaching them life skills
such as budgeting.
Resources Teachers
 Currently, there is no resource teacher post in
the Malaysian Education system for special
need students.

 However, the mainstream teachers could work

hand in hand with teachers who are trained to
handle special needs students.
Tutorial Task
 Does the teacher takes into account the diversity of
students needs in the primary ESL classroom?
Discuss.

 To what extent does the teacher create a learning

environment that allows the needs of all students
including special needs students to be fulfilled in
the primary ESL classroom?