How should an ESE teacher address a general education teacher not following a student's IEP?

How should an ESE teacher address a general education teacher not following a student's IEP?

• A. Demand to see the other teacher's lesson plans
• B. Ignore the situation since it is not her responsibility
• C. Remind the teacher about the IEP and offer support
• D. Report the teacher to the administration immediately

Answer: (C)

The most effective approach for an ESE teacher addressing a general education teacher who is not following a student's Individual Education Plan (IEP) is to remind the teacher about the IEP and offer support. This response emphasizes collaboration and understanding rather than confrontation. By reminding the general education teacher of the specific accommodations and modifications outlined in the IEP, the ESE teacher fosters a cooperative environment where the needs of the student can be appropriately met. Offering support can involve discussing strategies for implementing the IEP effectively, providing additional resources, or assisting in problem-solving areas where the teacher may feel uncertain or overwhelmed. This approach builds a collegial relationship and encourages open communication, ultimately benefiting the student and enhancing the overall educational experience. Addressing the issue in this constructive manner also demonstrates the ESE teacher’s commitment to the student's success while helping to educate and inform the general education teacher about the importance of the IEP.

The most effective approach for an ESE teacher addressing a general education teacher who is not following a student's Individual Education Plan (IEP) is to remind the teacher about the IEP and offer support. This response emphasizes collaboration and understanding rather than confrontation.

By reminding the general education teacher of the specific accommodations and modifications outlined in the IEP, the ESE teacher fosters a cooperative environment where the needs of the student can be appropriately met. Offering support can involve discussing strategies for implementing the IEP effectively, providing additional resources, or assisting in problem-solving areas where the teacher may feel uncertain or overwhelmed.

This approach builds a collegial relationship and encourages open communication, ultimately benefiting the student and enhancing the overall educational experience. Addressing the issue in this constructive manner also demonstrates the ESE teacher’s commitment to the student's success while helping to educate and inform the general education teacher about the importance of the IEP.