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CASE SCENARIO: June, your room partner in a preschool classroom is frustrated with the lack of progress of Mateo's speech and language IEP goals. This is the first time June has worked with a child with special needs. June has completed the activities recommended by the speech and language pathologist 5 times in the last month with Mateo. June will often do things for Mateo, rather than encouraging and supporting him in completing the task or activity. She says it's easier than getting him to understand and waiting for him to do it. She says to you that he isn't progressing at all after two months of working on his goals with him. She says she is ready to give up and she is so frustrated with Mateo, his parents, and whole "inclusion thing."
Questions:
How we can remind June of these following characteristics of responsive educator when working with children with diverse needs?
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