Role of Human Resources in Inclusive Schools: Human resources play a crucial role in inclusive education. Inclusive education is an approach to teaching and learning that ensures that all students, regardless of their abilities or disabilities, are provided with the necessary support to participate and succeed in education.
Meaning of Human Resources
Human resources refer to the individuals or workforce within an organization who are responsible for performing the tasks required to achieve the organization’s goals and objectives.
This includes employees, contractors, and volunteers who are involved in various aspects of the organization’s operations, such as administration, management, production, sales, and customer service.
Human resources are an essential asset to any organization and are responsible for managing the recruitment, selection, training, and development of employees, as well as ensuring compliance with legal and ethical standards, promoting employee engagement and well-being, and maintaining a positive organizational culture.
Definitions of Human Resources
Here are some definitions of human resources by different people:
“Human resources are the people who make up the workforce of an organization, business sector, or economy.” – Investopedia
“Human resource is a function within an organization that focuses on the recruitment, management, and development of people who work there.” – Society for Human Resource Management (SHRM)
Role of Human Resources in Inclusive School
Human resources play a crucial role in inclusive education. Inclusive education is an approach to teaching and learning that ensures that all students, regardless of their abilities or disabilities, are provided with the necessary support to participate and succeed in education.
The aim of an inclusive school system is to provide all students with the most appropriate learning environment and opportunities for them to best achieve their potential.
An inclusive school does not separate general education and special education programs, instead, an inclusive school is structured so that all students learn together.
An inclusive school has the following essential features:
1. To provide adequate support and services for the students.
2. To give well-designed individualized education programs.
3. To provide professional development for all teachers including, general and special educators.
4. To provide professional development for all teachers including, general and special educators.
5. The teachers should be given time to plan, meet, create, and evaluate the students together. The size of the class is reduced based on the severity of the student’s needs.
6. Professional skill development is given in the areas of cooperative development and adaptive curriculum.
Collaboration is made between parents or guardians, teachers or paraeducators, specialists, administration, and outside agencies.
Sufficient funding is provided so that schools can develop programs for students based on need instead of the availability of funding.
Role of Resource Teacher in Inclusive Education
Teachers’ positive attitude towards inclusion is an important factor in the success of an inclusive school system. Shared values and teachers’ positive attitude in inclusive schools makes cooperation possible and the lack of them makes it difficult for people to work together.
Therefore, in an inclusive school positive attitude towards disability should be instilled not only in teachers but also in students. A positive attitude among the teachers to handle the needs of children with disabilities can be developed by organizing pre-service as well as in-service training programs in inclusive education at the elementary and secondary levels.
Some roles of classroom/ subject and resource teachers are common but 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.
Role of resource teachers
- To provide information to the classroom subject teacher regarding exceptionalities and the program planning process
- Organize conferences with classroom subject teachers regarding student-specific accommodations, strategies modifications, and alternate programming.
- To assist with the identification of outcomes requiring modification.
- To take lead in the development of alternate programs, courses, and curriculum and collaborate with classroom subject teachers in the delivery of the outcomes.
- Direct and monitor the student assistant working in the inclusive classroom.
- To take lead in the assessment and evaluation of the outcomes of alternate programs, courses, and curriculum in collaboration with the subject classroom teachers
- They may support classroom subject teachers in the assessment and evaluation of students on the prescribed curriculum.
- To supply original documents related to accommodations and alternate program course curriculum to the contact teacher.
- To take lead in the monitoring and documentation of alternate programs courses and curriculum
- Keep copies of the records of accommodation, modified, prescribed, and alternate programs/ courses/ curriculum documents for regular revision and updates.
- To participate in joint parent-teacher meetings, as agreed upon with the classroom/ subject teachers. This could be through physical presence or by providing written comments.
- To hold parent-teacher meetings with parents of students on alternate programs/courses/ curriculum.
Role of Class Teacher or Subject Teacher
- To provide information to instructional resource teachers regarding curriculum.
- To meet instructional resource teachers regularly, on curriculum outcomes and instructional and assessment strategies pertinent to individual students.
- Take lead in the identification of outcomes required in modification and the delivery of modified prescribed courses.
- To collaborate with the instructional resource teacher regarding classroom delivery of selected outcomes of alternate programs/courses and curriculums.
- To direct and monitor the student assistant working in the inclusive classroom.
- Take the lead role in the assessment and evaluation of students on prescribed curriculum, (including modified prescribed). This role may be shared with an instructional resource teacher if highly integrated models of co teaching are employed for specific topics of units of work.
- To supply the original documents related to accommodation and/ or modified/prescribed courses to the contact teacher.
- To take lead in the monitoring and documenting of modified/ prescribed courses.
- Keeping copies of the records of accommodation, and modified/ prescribed course documents for regular revision and updates.
- Involving instructional resource teacher in parent’s teacher meeting as determined through conferencing with the instruction resource teacher.
- Holding parent teacher meetings for all students in the class.
Common or Joint Roles of Resource Teachers and Classroom Subject Teacher
- Both of them should make joint decisions regarding the appropriate instructional environment for the outcomes of the course/curriculum
- Both should collaborate in the development and implementation of the behaviour management plan for the disabled.
- They should collaborate to identify co-teaching opportunities for the provision of classroom support.
- They both should prepare individualized reduction plans (IEP), in collaboration.
- Both should be able to provide large-group, small-group, and individual instructions for students as required.
Both should coordinate the implementation of assessment/ evaluation procedures like scheduling of tests, test accommodations, progress monitoring, and running records
Overall, the role of human resources in inclusive education is critical to ensuring that all students have equal access to high-quality education and the support they need to succeed. By providing training, professional development, and policy support, human resources can help create an inclusive learning environment that benefits all students.
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