What should a teacher do if they suspect a student may have a disability?

When a teacher suspects that a student may have a disability, referring the student for evaluation and assessment is the most appropriate action. This approach aligns with the Response to Intervention (RTI) model and special education laws, including the Individuals with Disabilities Education Act (IDEA). A formal evaluation is essential to determine whether the student has a disability that requires special education services.

Conducting an evaluation helps identify the specific needs of the student, leading to tailored interventions and support. This process also ensures that the student receives the necessary resources and accommodations to succeed in their educational environment. Involving specialized professionals, such as school psychologists or special education teachers, can provide a comprehensive assessment of the student's strengths and challenges.

Other options, like ignoring the signs or merely monitoring the student without intervention, do not actively address the concerns and could lead to further educational delays or negative impacts on the student's learning experience. Consulting with peers may provide insights but lacks the rigorous analysis and support that an evaluation offers. Thus, referring the student for a professional evaluation is crucial for appropriately addressing any suspected disabilities.