What is the appropriate next step for a special education teacher if a general education teacher is resistant to including a student with a mild cognitive disability?

Arranging for the school psychologist to observe the student is the most suitable next step in this situation. This action allows for an objective assessment of the student's needs and challenges from a qualified professional. The school psychologist can provide valuable insights and recommendations that can help address the general education teacher’s concerns regarding the inclusion of the student.

By facilitating this observation, the special education teacher can gather concrete data about how the student interacts in the classroom and what support they may require. This information can then foster meaningful discussions with the general education teacher, highlighting effective strategies for inclusion and demonstrating the benefits of supporting the student in that setting. This collaborative approach promotes a more informed and supportive environment for both the student and the teachers involved.

In contrast, scheduling a CCC meeting may be premature if there is a lack of shared understanding of the concerns at hand. Changing the student's placement might not address the root of the problem and could result in a more restrictive environment than necessary. Ignoring the general education teacher's concerns does not promote collaboration and could hinder the student's success and well-being in an inclusive setting.