What should a first-grade teacher do if a student with a disability is missing instruction due to pull-out services?

Meeting with the special education teacher is a vital step for a first-grade teacher to take when a student with a disability is missing instruction due to pull-out services. This collaboration allows the general education teacher to understand the specifics of the student's Individualized Education Program (IEP) and the services being provided. It facilitates communication regarding what the student is learning in the pull-out sessions, enabling the teacher to adapt and align classroom instruction with these goals.

Such a meeting can also provide insights into how the student can best transition between pull-out and classroom settings, ensuring that they do not fall behind in their general education. By working together, the general and special education teachers can devise strategies that address the child's learning needs while minimizing the impact of pull-out services on their overall educational experience.

Additionally, having this direct communication can lead to effective strategies for including the student in the typical classroom activities, benefiting the child’s social and academic engagement. Meeting with parents can also be important, but the immediate need is to ensure the instructional alignment between pull-out services and the regular classroom experience.