SPED - Inclusion Teacher

Position Overview

The Special Education Inclusion Teacher provides specialized instruction and support to students with disabilities in the general education classroom, ensuring they receive a free appropriate public education (FAPE) as mandated under the Individuals with Disabilities Education Act (IDEA) and comply with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.

This position focuses on co‑teaching, collaboration, and differentiated instruction to help students with disabilities succeed in the least restrictive environment (LRE) while meeting their Individualized Education Program (IEP) goals. The Inclusion Teacher works closely with general education teachers, related service providers, and families to create a supportive and inclusive learning environment.

• Provide direct and indirect support to students with disabilities in general education classrooms to promote academic success.
• Collaborate with general education teachers to co‑plan, co‑teach, and modify instruction based on IEP goals and accommodations.
• Utilize differentiated instruction, Universal Design for Learning (UDL), and research‑based strategies to support diverse learners.
• Implement and support the use of assistive technology, accommodations, and modifications to ensure accessibility for students with disabilities.
• Monitor and assess student progress through formative and summative assessments, adjusting instruction as needed.
• Develop, implement, and track progress on Individualized Education Programs (IEPs) in compliance with IDEA and Mississippi Department of Education (MDE) guidelines.
• Ensure that all students receive appropriate accommodations, modifications, and services as outlined in their IEPs and 504 Plans.
• Collect and maintain accurate data on student progress, report findings to the IEP team, and adjust instruction accordingly.
• Conduct and participate in IEP meetings, re‑evaluations, and eligibility determinations in collaboration with parents, teachers, and service providers.
• Support students in developing self‑advocacy, self‑regulation, and executive functioning skills.
• Implement Positive Behavioral Interventions and Supports (PBIS) and other behavior management strategies to ensure student success.
• Collaborate with the IEP team to develop and implement Behavior Intervention Plans (BIPs) for students who require additional behavioral support.
• Work closely with general education teachers, paraprofessionals, administrators, and service providers (speech, OT, PT, behavior specialists, etc.) to create an inclusive learning environment.
• Provide training and support to general education teachers on implementing accommodations, modifications, and behavior strategies.
• Maintain regular communication with parents/guardians to provide updates on student progress and address concerns.
• Serve as a resource for special education laws, best practices, and inclusion strategies for school staff.
• Maintain confidentiality of student records and follow all FERPA and IDEA guidelines.
• Stay current with special education laws, best practices, and professional development opportunities provided by MDE and the district.
• Participate in faculty meetings, professional learning communities (PLCs), and district professional development.
• Complete all required documentation, reports, and compliance paperwork within deadlines.

• Bachelor’s or Master’s degree in Special Education from an accredited institution.
• Valid Mississippi teaching license with a Special Education endorsement (MDE certification in Mild/Moderate Disabilities or applicable endorsement).
• Experience working in inclusion or co‑teaching settings preferred.
• Strong knowledge of IDEA, ADA, Section 504, LRE, and Mississippi state special education regulations.
• Experience in IEP development, differentiated instruction, and accommodations/modifications.
• Proficiency in data collection, progress monitoring, and student assessment.
• Strong collaboration and communication skills to work with a diverse team.
• Ability to effectively use assistive technology and adaptive learning tools.

The physical demands described…