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Structuring a Resource Room for Ninth-Grade Students: Strategies and Best Practices
Grand Canyon University
SPD-550: Instructional and Transitional Planning for Students with Mild to Moderate
Disabilities Instructor
, 2
Teacher Inquiries: Structuring the Resource Room for Ninth-Grade Students
As a first-year special education teacher assigned to a resource room for ninth-grade
students needing additional support in English and math, it is crucial to gather essential
information to effectively meet their academic and behavioral needs. The following inquiries
address key aspects of instructional planning, collaboration, and student support.
Preliminary Questions About the Teaching Assignment
Before the school year begins, I would seek clarity on various aspects of my role,
including the specific curriculum and instructional resources available for English and math
support in the resource room. Understanding how Individualized Education Programs (IEPs) are
implemented in both the general education and resource settings is also essential. Additionally, I
would need to learn about the behavior management strategies currently in place for students
with emotional and behavioral challenges, such as Beth’s executive functioning disorder or
Christy’s social anxiety (Class Profile, 2019). Finally, I would inquire about how student
progress is assessed and what data collection tools should be utilized. These questions are
essential as research highlights the importance of structured interventions and individualized
instruction in special education (Fuchs et al., 2021). Understanding these elements will help
tailor instruction and provide consistent support across subjects.
Questions for Fellow Teachers and Administration
Collaboration with general education teachers and administrators is key to aligning
resource room instruction with classroom learning. Important questions include how to
Structuring a Resource Room for Ninth-Grade Students: Strategies and Best Practices
Grand Canyon University
SPD-550: Instructional and Transitional Planning for Students with Mild to Moderate
Disabilities Instructor
, 2
Teacher Inquiries: Structuring the Resource Room for Ninth-Grade Students
As a first-year special education teacher assigned to a resource room for ninth-grade
students needing additional support in English and math, it is crucial to gather essential
information to effectively meet their academic and behavioral needs. The following inquiries
address key aspects of instructional planning, collaboration, and student support.
Preliminary Questions About the Teaching Assignment
Before the school year begins, I would seek clarity on various aspects of my role,
including the specific curriculum and instructional resources available for English and math
support in the resource room. Understanding how Individualized Education Programs (IEPs) are
implemented in both the general education and resource settings is also essential. Additionally, I
would need to learn about the behavior management strategies currently in place for students
with emotional and behavioral challenges, such as Beth’s executive functioning disorder or
Christy’s social anxiety (Class Profile, 2019). Finally, I would inquire about how student
progress is assessed and what data collection tools should be utilized. These questions are
essential as research highlights the importance of structured interventions and individualized
instruction in special education (Fuchs et al., 2021). Understanding these elements will help
tailor instruction and provide consistent support across subjects.
Questions for Fellow Teachers and Administration
Collaboration with general education teachers and administrators is key to aligning
resource room instruction with classroom learning. Important questions include how to
