Belief: A regular education teacher is the most essential person involved in the instruction of the special education student. It is important for the special education student to remain in your classroom to the fullest extent possible in order to receive appropriate instruction, assessment and intervention(s). Students should be held accountable both academically and behaviorally in your classroom. When students are in need of assistance in the resource room, the specially designed instruction (adaptations/ modifications) stated in their IEP will be followed and no additional assistance will be given on tests/ quizzes or assignments. In doing so, it maintains credibility to YOUR curricular assessments and helps the IEP team determine if revisions to the IEP are necessary for the student to be successful. As a general education teacher and member of the IEP team, you can request a meeting to revise the IEP, if you feel that the student is not making adequate progress in your class. Many times the poor performance of a student is due to their lack of study skills/ organization NOT because modifications/ adaptations are necessary. Study skills, organization and learning strategies need more attention and should be addressed first.
Resource Room Assistance:
- Assessments (quiz/ tests)
- Assistance modifying/ adapting tests, quizzes or assignments
- Providing study sessions to individual/ group of students prior to assessment
- Provide organizational support
- Assistance with long term/ short term project planning
- Immediate assistance for student issues that interfere with the learning in your classroom
- Provide student with support in differentiated learning strategies
- Collaborate with the teacher to differentiate instruction, rubrics, graphic organizers, etc.
- Push into classroom during days in which teacher needs extra assistance
- Conference with teacher and student to address academic/ behavioral concerns