Your Role as a General Education Teacher in the ARD Process (And Why It Matters)

If you’ve ever sat in an ARD (Admission, Review, and Dismissal) meeting and thought, “Why am I here?”—you’re not alone. Many general education teachers enter the ARD process unsure of their role or how to contribute.

Here’s the truth: Your input is not just helpful—it’s essential. You provide critical insight into how a student functions in the general education setting, which is key to creating a meaningful and legally compliant IEP.

Whether you’re new to special education meetings or simply looking for clarity, this guide is for you. (And if you're a parent reading this—you'll gain insight into the expectations and responsibilities of your child’s gen ed teacher.)

Why the General Education Teacher’s Role Matters

Under IDEA (Individuals with Disabilities Education Act), a general education teacher must be part of the IEP team if the student is (or may be) participating in the general education environment.

Why? Because you see the student day-to-day in the learning environment where they’re expected to succeed. You understand how they access curriculum, respond to instruction, and interact with peers.

You bring the classroom reality to the table.

What You’re Expected to Contribute

You're not expected to be a special education expert—but you are expected to share your observations and collaborate. Here’s how:

1. Share Classroom Observations

You're in the best position to speak to:

• Academic strengths and challenges

• Classroom behavior and participation

• Use of accommodations or supports

• Student engagement, work habits, and peer interaction

This doesn’t require lengthy data reports—just honest, thoughtful insight.

2. Collaborate on Supports & Services

During the meeting, you may be asked what supports are working—or not—and how additional strategies could help the student succeed in your class. This might include:

• Preferential seating

• Re-teaching strategies

• Reduced assignments

• Behavior supports or visual aids

3. Support IEP Goal Implementation

You may not write the IEP goals, but you do provide input for goals to be written. You’re also part of the team that helps the student achieve them. After the meeting:

• Be aware of the student’s goals and accommodations

• Implement what was agreed upon

• Track and communicate progress or concerns

Common Challenges Teachers Face (and How to Navigate Them)

• “I don’t have time to prepare for this.”
  It’s completely understandable—your plate is full. But remember, students receiving special education services are general education students first. Your input matters.

Even a few brief notes can go a long way in helping the team understand how the student is doing in your classroom. Consider jotting down:

• Strengths (What do they do well? What excites them?)

• Challenges (Where do they struggle? What supports seem to help?)

• Classroom observations (How do they participate? What’s their behavior or stamina like?)

• Any progress or changes you’ve noticed

You don’t have to write a report—just speak from your day-to-day experience. You’re an essential part of the student’s support team.

• “I don’t understand all the terminology.”
  That’s okay. Ask questions during the meeting. Your role is to speak to the student’s experience in your class, not to be the expert on IDEA.

• “I’m afraid of saying the wrong thing.”
  That’s a common worry—and it shows you care. The key is to speak honestly, kindly, and with the student’s best interests at heart. That’s always the right thing.

Before the ARD meeting, take time to connect with the student’s special education case manager. This collaboration helps ensure your input is reflected in the proposed IEP and gives you a chance to ask questions or clarify anything you're unsure about. You're not expected to have all the answers—you're part of a team.

Why This Matters—for Everyone

When general and special education teachers collaborate effectively, students benefit. The ARD meeting becomes more than a formality—it becomes a team effort to support a student’s success in both settings.

And when families hear your voice and know you’re invested in their child’s learning, it builds trust that’s essential for real partnership.

Final Thoughts

You don’t have to have all the answers. You don’t need to be perfect. You just need to show up, speak up, and advocate for what you see every day.

✔️ Need help preparing? Download the free General Ed Teacher ARD Checklist here. It's a quick, practical tool to make sure you walk into the meeting prepared and confident.