After collaborating with a math teacher on a unit, what should the special ed teacher do next?

The most appropriate action following collaboration with a math teacher on a unit is to explain which parts of the unit will pose the most difficulty for each student. This approach is vital because it allows the special education teacher to tailor instructional strategies and supports to meet individual student needs, ensuring that each student's unique learning challenges are addressed. Understanding potential areas of difficulty helps in creating targeted interventions and accommodations that can enhance learning outcomes for students with special needs.

This proactive step fosters a collaborative environment where the special education teacher can provide insights into how specific learning disabilities or challenges may affect student engagement and comprehension. By anticipating the difficulties, the teacher can also prepare the students for the challenges they may face, potentially increasing their confidence and resilience when tackling the unit.

Additionally, this step is aligned with the principles of differentiated instruction, which is essential in special education. It ensures that all students have equitable access to learning opportunities while maintaining high expectations.