IntroductionInclusion affects all general education teachers. On a daily basis, general education teachers are called upon to differentiate the teaching intended for students with disabilities. Depending on available resources, some general education teachers receive more support than others. The following one-day workshop aims to provide research-based strategies for general education teachers to support special education students in general education classrooms. Desired Outcomes As a conclusion to this educational workshop, general education teachers will be able to use the everyday resources available to them to increase positive behaviors for students with disabilities. General education teachers will also be able to easily differentiate their instruction and develop visual structure systems for students with disabilities. Finally, general education teachers will be able to implement this with resources accessible to them.Learning ObjectivesHere is a list of learning objectives that participants will master at the end of the one-day workshop .1. Given classroom materials (i.e., paper, pens, calendars, etc.), general education teachers will identify five strategies for increasing positive behaviors of students with disabilities with a score of 3 on the rubric behavioral strategies.2. Given classroom tools (i.e., clip art, markers, scissors, etc.), general education teachers will develop visual structures for students with disabilities with a score of 3 in the visual structures rubric. 3. Given the lesson plans, general education teachers will differentiate instruction for students with disabilities with a score of 3 in the teaching rubric. are aligned with the three performance objectives. As a result, summative assessments will better determine whether participants achieved learning objectives. The instructor will provide participants with sufficient time to complete two performance assessments. Since these performance assessments will be taken home with each participant, the instructor will grade the assessments as they are completed using the following rubrics: behavioral strategies, visual structures, and teaching rubric. A score of three or four for each rubric confirms that the learning objectives have been achieved. A scoring assistant may be needed to speed up the process.ReferencesU. S. Ministry of Education. (2004, December). Public Law 108-446. Individuals with Disabilities Education Improvement Act of 2004. Retrieved January 3, 2014, from http://idea.ed.gov/download/statute.html