Stanley is a third-grade student who has an identified learning disability in mathematics. He receives direct, small-group instruction in a resource classroom setting per his IEP. Over the course of the first three weeks, the special education teacher notices that Stanley struggles significantly with decoding words and obtaining comprehension. After asking him several questions, she is concerned that his delay is significant. Which of the following actions would be appropriate for the teacher to take?
Explanation
Answer: B - It would be most appropriate for Stanley’s special education teacher to speak with his classroom teacher to share her concerns and review his current psychological report along with the documents from prior IEP meetings. Stanley’s general education teacher should be viewed as a valuable source. She may give clues as to what has been done thus far. Additionally, the two teachers can collaborate to put research-based interventions into place without the need for an IEP meeting or change to the IEP. However, it would be the general education teacher that would implement these strategies and maintain documentation. When Stanley was originally tested to determine eligibility for special education placement, the psychologist would have assessed for a learning disability in reading and written expression as well. A review of the psychologist’s report would show whether a manifestation of these reading difficulties was noticed at the time of the evaluation. By doing this, the special education teacher will gain a better understanding of what the next appropriate step is. She may not add services or change the IEP without a formal IEP team meeting. It would be logical to contact the mother to share her concerns and seek parental input. However, the special education teacher does not have the authority to identify disabilities independently; she must follow the federal, state and district guidelines.
