In Walker’s case, what role might the general education teacher play at each stage of the pre-referral process?

In Walker's case, the general education teacher plays a crucial role at each stage of the pre-referral process.

1. Identification: The general education teacher is often the first to identify that a student, like Walker, may be struggling. They may notice that Walker is having difficulty keeping up with his peers, or that he is exhibiting behavioral issues.

2. Documentation: Once the teacher has identified a potential issue, they would begin to document Walker's performance. This could include grades, examples of work, and notes on behavior. This documentation is crucial for the next steps in the process.

3. Intervention Strategies: The general education teacher would then implement intervention strategies in the classroom. These could include differentiated instruction, additional support, or changes to the classroom environment. The teacher would continue to document Walker's response to these interventions.

4. Team Consultation: If Walker continues to struggle despite the interventions, the teacher would then consult with a team of professionals. This could include special education teachers, school psychologists, and administrators. The teacher would provide the team with the documentation they have collected, and the team would discuss potential next steps.

5. Referral: If the team decides that Walker may benefit from special education services, the general education teacher would then be involved in the referral process. This could include providing additional documentation, meeting with Walker's parents, and participating in evaluation meetings.

In each of these stages, the general education teacher plays a key role in identifying, documenting, and addressing the needs of students like Walker.