Special education teachers need input from general ed teachers when developing an Individualized Education Program (IEP). Gathering information from the general ed teacher in a timely and efficient manner is critical for designing educational plans that fit each student’s unique needs. But getting that information is not always easy when everyone’s time is limited.
Here are five ways special education teachers can gather helpful input from general ed teachers for IEPs.
Data Collection Methods
1. Written Forms
Special education teachers can create written forms to request specific information about the student’s strengths and weaknesses, achievements or goals, classroom participation, behavior, and academic performance within the general ed setting. This form should be easy to complete by including checkboxes or boxes to fill with brief responses as needed.
If you don’t want to re-create the wheel, the IEP Toolkit has all of the data collection forms you could ever need. Learn more about it and get your copy here: IEP Toolkit
2. Google Form
Using a Google Form is an efficient way to collect input from the general ed teacher on a student’s development and progress over time. This form should include specific questions about the student based on their individual needs and a spot for comments or observations.
3. Phone or Zoom Interview
If the general education teacher has difficulty completing written forms or using a Google Form, special education teachers may choose to speak with them directly via phone call or video conference (e.g., Zoom). During this conversation, the special education teacher can ask pertinent questions to gain valuable insight into a student’s overall performance in the classroom setting.
4. Classroom Visit
Depending upon time constraints and school regulations, special education teachers can also visit the general ed classroom and observe the student in action.
This is a great way to gain an overall impression of how a student interacts with his or her peers and functions within the classroom environment. A sit-down meeting with the general ed teacher after the class is over can be a great time to collect the data.
This is definitely not the most time-efficient data collection method, but it can give you firsthand knowledge of how the student functions in the general ed setting.
5. Email
Special education teachers can send an email to the general ed teacher asking for feedback on a student’s performance in their classroom setting. This could include requests for specific information or observations and more open-ended questions that allow the individual to provide insight into any areas of concern within the classroom setting. Some schools may frown on emails as they could be intercepted or not private. Make sure this method is approved by your school first.
Gathering input from general ed teachers for IEPs should be done in enough time to write the IEP. By utilizing the methods mentioned above, special education teachers can gain valuable insight into how each student is performing in the general ed classroom setting and will allow them to craft individualized educational plans that meet their needs.
Writing IEPs can feel like trying to put together a puzzle with missing pieces. You’ve got some of the picture, but not enough to feel confident or complete. That’s where The Intentional IEP comes in—offering the training, tools, and data-backed goals that fill in the gaps. With the right support, everything finally clicks into place—and you can advocate with clarity and purpose.