Ohio Assessments for Educators (OAE) Early Childhood Practice Exam

A first-grade teacher notices that a student with a disability is frequently pulled out for resource services, missing important instruction. What should the teacher's best initial response be?

1. Scheduling a meeting with the school principal

2. Rearranging local field trips to accommodate the student

3. Meeting with the special education teacher to discuss concerns

4. Limiting the student’s time in the resource room

The correct answer is: Meeting with the special education teacher to discuss concerns

The best initial response for the teacher is to meet with the special education teacher to discuss concerns. This approach allows for targeted dialogue about the student’s specific needs and challenges. Collaborating with the special education teacher is vital since they have expertise in supporting students with disabilities and can provide insight into the appropriateness of the current services the student is receiving. Together, they can analyze how the pull-out services impact the student’s learning and explore possible adjustments to ensure the student does not miss critical classroom instruction. This collaboration fosters an effective team approach, which is essential for creating an inclusive educational environment and can lead to more personalized and effective strategies to support the student’s learning needs. In contrast, scheduling a meeting with the school principal might not directly address the immediate concerns regarding instructional time and may delay the resolution process. Rearranging local field trips might not have a direct impact on the educational experience of the student regarding instructional time. Limiting the student's time in the resource room could be an option, but making such changes without first discussing them with the special education teacher means the teacher might miss understanding the full context of the student's needs and what resources are beneficial for them.