What would be the most effective response when a student with a learning disability in written expression has declined in performance after moving to a general education class, while the grades appear above average?

What would be the most effective response when a student with a learning disability in written expression has declined in performance after moving to a general education class, while the grades appear above average?

• A. Meet with the general education teacher to show samples of the student's prior work that reflect her capabilities.
• B. Speak with a school administrator about the inappropriately assigned grades.
• C. Speak to the student about the importance of continuing to work hard in class despite the grades she has received.
• D. Respect the general education teacher's methods of assigning grades to the student's written work.

Answer: (A)

Collaborating with the general education teacher using concrete evidence of the student’s past writing ability helps you understand why the current performance looks weaker in a new setting. When a student with a learning disability in written expression moves into a general education class, the writing tasks often become more demanding. Showing samples of prior work that reflect her capabilities provides a real baseline and helps determine whether the decline is due to the new environment or to a gap between potential and current output that could be addressed with supports. This approach sets up a data-based discussion about appropriate accommodations or instructional adjustments—such as extended time, graphic organizers, speech-to-text tools, or alternative assessment methods—so the student can demonstrate understanding in a way that aligns with her strengths. It also fosters a collaborative, proactive problem-solving mindset rather than labeling the student or accepting the grading alone. Escalating to administration without first exploring collaborative evidence can miss actionable steps to support the student. Simply telling the student to try harder doesn’t address the underlying need, and accepting the teacher’s methods without reviewing whether accommodations are in place may leave the student under-supported.

Collaborating with the general education teacher using concrete evidence of the student’s past writing ability helps you understand why the current performance looks weaker in a new setting. When a student with a learning disability in written expression moves into a general education class, the writing tasks often become more demanding. Showing samples of prior work that reflect her capabilities provides a real baseline and helps determine whether the decline is due to the new environment or to a gap between potential and current output that could be addressed with supports.

This approach sets up a data-based discussion about appropriate accommodations or instructional adjustments—such as extended time, graphic organizers, speech-to-text tools, or alternative assessment methods—so the student can demonstrate understanding in a way that aligns with her strengths. It also fosters a collaborative, proactive problem-solving mindset rather than labeling the student or accepting the grading alone.

Escalating to administration without first exploring collaborative evidence can miss actionable steps to support the student. Simply telling the student to try harder doesn’t address the underlying need, and accepting the teacher’s methods without reviewing whether accommodations are in place may leave the student under-supported.