Special Education in My First Grade Classroom (Communication with Special…
Special Education in My First Grade Classroom
Observation in the Classroom
Have meaningful interactions with all my students in order to build relationships and notice if something seems off
Keep track of academic progress by recording data
If I notice a potential issue with a student, I will record how frequently it occurs
Save student work samples
In math, look out for students who do not grasp one-to-one correspond or have not developed strong number sense
Communication with Parents
The first contact should always be positive!
Show parents the data/records I've been keeping so that they can see where I'm coming from and we are on the same page
Ask questions! Start a genuine partnership with the parents.
Take all parent concerns seriously.
Follow up often. Keep in regular contact -- updating parents on initiatives and telling them about progress and positive signs as well as problems
Communication with Special Education Staff
Communication with special education staff should be conducted throughout the process (i.e. while conducting classroom observations and communicating with parents
Develop a strong relationship with the special education staff in the building
When a student is consistently experiencing an issue and I have data to back up my observations, I should reach out to Inca Elementary's K-4 special education specialist
Discuss potential solutions and strategies to implement in the classroom
If necessary, coordinate push-in and/or pull-out services
Plan and attend IEP meetings together
Webster, J. (2019, February 03). Communicating with Special Education Parents. Retrieved July 1, 2019, from
Cleaver, S. (2018, August 10). What Are Running Records? Retrieved July 1, 2019, from
Mattinson, L. (2019, May 03). Lynda's Top 10 Ideas for Collaboration Between General & Special Education Teachers. Retrieved July 1, 2019, from
Bouck, E. (2019, June 28). Special Education in First Grade [E-mail interview].