What might a teacher do if an ESE student is not responding to interventions?

What might a teacher do if an ESE student is not responding to interventions?

• A. Increase the intensity of interventions
• B. Remove the student from class entirely
• C. Ignore the lack of response
• D. Recommend the student be held back a grade

Answer: (A)

Increasing the intensity of interventions is a proactive approach that recognizes the diverse needs of ESE (Exceptional Student Education) students. When a student is not responding to existing interventions, it is essential to re-evaluate and enhance the support being provided. This may involve modifying the type, frequency, or duration of the interventions to better suit the student’s unique learning profile. For instance, a teacher could implement more targeted instructional strategies, provide additional one-on-one time, or incorporate different learning modalities to engage the student. The goal is to address any barriers to learning and ensure that the interventions are sufficiently robust to elicit a positive response. By intensifying the support, the teacher can create an environment where the student has a better chance to succeed and thrive academically. The other choices do not align with best practices in supporting students with exceptional needs. Removing a student from class entirely may lead to further disengagement, while ignoring the lack of response fails to address the underlying issues. Recommending retention could also be detrimental, as it does not support the student’s growth and learning journey.

Increasing the intensity of interventions is a proactive approach that recognizes the diverse needs of ESE (Exceptional Student Education) students. When a student is not responding to existing interventions, it is essential to re-evaluate and enhance the support being provided. This may involve modifying the type, frequency, or duration of the interventions to better suit the student’s unique learning profile.

For instance, a teacher could implement more targeted instructional strategies, provide additional one-on-one time, or incorporate different learning modalities to engage the student. The goal is to address any barriers to learning and ensure that the interventions are sufficiently robust to elicit a positive response. By intensifying the support, the teacher can create an environment where the student has a better chance to succeed and thrive academically.

The other choices do not align with best practices in supporting students with exceptional needs. Removing a student from class entirely may lead to further disengagement, while ignoring the lack of response fails to address the underlying issues. Recommending retention could also be detrimental, as it does not support the student’s growth and learning journey.