1. Professional Development: Name: Institution:

2. Introduction
The IEP is a documentation aimed at the provision of specialized attention for a child with disabilities in public schools which is created through team effort and reviewed after a period set forth. The societal ideologies regarding the students with disabilities and the provision of special services to them is captured on the term inclusion, which ensures that there are the opportunities for the students with disabilities to learn alongside the other non-disabled peers. Team teaching lays an emphasis on the collaboration and communication among the general education with the aim of meeting the demands of students. This piece gives the professional development presentation for the general education teachers on IEPs, inclusion and team teaching.

3. The Eligibility Section
Sections of an IEP
The Eligibility Section
This is the section which is at the front page explaining the reason behind one’s child qualifying for the special education. In this category the parent or the guardian must agree with the disability category in the selection. Additional information may be provided as asked by the school or questions may also arise from the parent’s side.

4. Sections of an IEP Cont.. The PLAAFP Section
The Present Levels of Academic Achievement and Functional Performance is the most crucial section of the IEP as it is a presentation of the skills of the child as assessed. The section lays an emphasis on the needs of the child with the aim of the provision of direct assistance to his or her learning. It provides a basis for the rest of the IEP.

5. Sections of an IEP Cont.. The Goals Section
The goals section outlines the learning or the performance to be achieved by the student during the specific year in the school. In this section, care must be hitched to assess the learning anticipated for the student and the measurement of the progress with it. The goals that are not comprehended should be highlighted with inquisitive conversation with the members of the team taking place.

6. The Accommodations / Modifications Section
Sections of an IEP Cont..
The Accommodations / Modifications Section
This is the section where there are the details as regards the seating, movement break, communication devices and other features added to a system to enable the child have the best for the education. The modifications and the accommodations should be understood with the open-mindedness of the system to appreciate new ideas (Dell, Newton & Petroff, 2016, p. 5). 

7. Inclusion Classroom Setting
It begins with the understanding the concept and the theory behind the inclusion and eventually it makes use of the diversity to add to the creativity of the environment. The inclusion is made bold by the adaptations, accommodations and modification with special guidance by the teacher within the classroom. Modifications can be employed to the students who are esteemed to hold similar academic expectations as the general classmates. In the instances that there are minimal expectations of performance, the modifications are used. The curricular adaptations are integrated on the basis of the individual needs of the students (Fuchs, 2010, p. 8).

8. Examples
The information which could be presented by the teacher could be in many ways due to the varied learning styles of the students. The teacher can engage in the teaching using verbal cues and visual information such as the use of videos, pictures and music. In this way, the students can receive the information in a variety of styles and thus the understanding is diversified.

9. Appropriateness
Appropriateness for the students with a learning disability comes in whereby the teacher allows the students to make their demonstrations as regards what they have learnt from the presentations. In this way, there will be the development of a wide variety of skills. This can be done in small groups or in class as an activity. Inappropriateness comes in whereby the teacher displays the audiovisual presentations to the students but fail to allow them have their demonstrations as a show of understanding. Inappropriateness can also come in whereby a student with a behavior disorder is placed in a large table to be in charge of other students as a classroom activity is ongoing.

10. Team-Teaching Models One Teach One Observe
In this case one teacher is in charge of delivering the instruction to the entire class as the other teacher records and observes students’ behavior and understanding. The advantages include that the students receive individualized assistance in a timely manner and are able to keep on the task. The model is time saving and observations made have future lesson benefits. The drawbacks of this model are that one teacher has more control than the other as the students perceive one of the teachers as an aid. The movement of the teacher may cause distractions and the students may be in the expectations of more one-on-one assistance.

11. Team-Teaching Models Cont..
Parallel Teaching
The class is divided into half by the teachers with each teacher working with a group of students. The advantages of this model are that there is better teaching which is brought about by prior preparedness which allows the teachers work with smaller groups. The teachers have a comfort level and the splitting ensures the best assistance to some group of the students. The drawbacks of this model include that the two teachers need to be competent and must move on the same pace with adequate space for their movements and also noise making control is a problem.

12. Team-Teaching Models Cont..
Station Teaching
In this case, the activities are created for small groups of students within the class whereby the teachers work with them. It can entail the teaching of new content or the reinforcement of the previously learnt contexts. The advantages of this model include that the teacher has a clear teaching responsibility and there is more coverage for a shorter period. There are few discipline problems and the use of the volunteers is at its maximum. The drawbacks include that the model requires a lot of planning with the materials provided being organized in advance. The noise can be distracting and the students must be able to cooperate with less assistance from the teacher and operate within the set time (Gurgur & Uzuner, 2011, p. 7).

13. Team Teaching Strategies
Initial Discussions
The teachers must engage in satisfactory communication before getting into the classroom. This could be as regards the coverage and the important topics for them to have a shared approach within the classroom.

14. Team Teaching Strategies Cont..
Intentional Feedback
The teachers should engage in planned sessions whereby they can share the feedback as obtained from the classroom to enable them deliver more competently in the next class to be attended. This will make the teacher to develop the best methods of teaching as well as share the areas of concern.

15. Team Teaching Strategies Cont..
Established Rapport
The teachers should know the traits of each other as they teach and also know their students well. This will assist in their groupings as well as minimize contradiction in the approaches that are given out to the students. The relationship constructed can aid in making sure that there is the comfort required within the classroom.

16. Conclusion
The Present Levels of Academic Achievement and Functional Performance is the most crucial section of the IEP as it is a presentation of the skills of the child as assessed. The Inclusion Classroom Setting begins with the understanding the concept and the theory behind the inclusion and eventually makes use of the diversity to add to the creativity of the environment. The IEP, the inclusion and the team teaching enhance the learning capabilities of a student with disability.

17. References
Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.
Fuchs, W. W. (2010). Examining Teachers' Perceived Barriers Associated with Inclusion. SRATE journal, 19(1),
Gurgur, H., & Uzuner, Y. (2011). Examining the implementation of two co‐teaching models: team teaching and station teaching. International journal of inclusive education, 15(6),