What should the special education teacher do when a general education teacher feels unequipped to implement a student's BIP?

Coaching the general education teacher through the BIP implementation is an effective approach for several reasons. First, it fosters collaboration between the special education and general education teachers, which is essential for the successful inclusion of students with special needs. By providing guidance and support, the special education teacher can help the general education teacher understand the specific strategies outlined in the Behavior Intervention Plan (BIP), how to apply them in a classroom setting, and how to adjust their instruction to better meet the needs of the student.

Additionally, this collaborative approach promotes professional development for the general education teacher, enabling them to build confidence and skills in managing diverse classroom behaviors. This support not only benefits the student with the BIP but also enhances the overall classroom environment by fostering a shared understanding of behavioral expectations and instructional strategies.

In contrast, placing the student in a resource room for the entire day would limit their opportunities for inclusion and social interaction in the general education setting, which could be detrimental to their development. Completing the BIP requirements personally would undermine the role of the general education teacher and could lead to dependency rather than empowerment. Ignoring the concerns raised by the general education teacher would create a lack of communication and support, potentially leading to negative outcomes for both the student and the teacher.