Review the student's IEP for his placement decision and the extent to which he will be mainstreamed. IEPs result from a formal evaluation process and detail a student's disability, his restrictions, his needs and the amount of time he will spend in the general classroom. The IEP needs to be followed as is, or an evaluation of the existing IEP must be implemented to change the IEP, if a placement change is sought. IEPs are re-evaluated at least annually.
Follow the details included in the IEP regarding placement. Disabled students are expected to be educated with age appropriate peers, as close to the student's home as possible and receive accommodation and services needed for general classroom participation.
Apply the principles of universal design to the classroom to inhibit barriers to participation experienced by students. While sounding complicated, the basis of universal design is to use curriculum that is designed to be appropriate for different learning styles and to promote instruction that engages all students, implementing auditory, visual and kinesthetic learning. It is also applied to the learning environment and facilities, making the learning environment easily accessible by removing potential barriers in the classroom.
Implement instructional changes detailed in the student's IEP. This can include instructional accommodations, instructional adjustments or differentiated instruction. Instructional accommodations are changes in instruction materials or methods that accommodate the student's disability and aid the student in completing the same requirements as non-disabled students. Examples of accommodations include using a sign-language interpreter, Braille or audio text. Instructional adjustments are changes to requirements by lowering them in comparison to peers, because even with accommodations, the student's disability inhibits his ability to perform proficiently. Differentiated instruction involves tailoring instruction so that it is appropriate for different learning levels, accomplished by methods such as small group instruction or assigning students projects based on ability.
Supply the student with the assistive technology and support services that are required in the student's IEP. Assistive technology is equipment that helps students compensate for their disabilities and can be low or high technology. An example of low technology assistive equipment can be a piece of equipment that helps hold up a textbook to the disabled student's level, and an example of high technology equipment can be assistive software to aid a student with computer use.
Collaborate with special education personnel to make sure you understand any special education services that will be provided in the general classroom, or outside of the classroom. If a student's disability warrants it, often a special education teacher or paraprofessional attends the general classroom and aids the general education teacher in providing instruction to the disabled student. Special education services are a collaborative effort and teachers who have mainstreamed students in their classroom can expect to partner with a number of other professionals and service providers to support the student's placement.