What should the special education teacher do if a general education teacher resists including a student with an IEP?

The most effective approach involves meeting with the teacher and school principal to discuss the student's needs. This option ensures that there is a collaborative discussion involving both the general education teacher and the administration. By including the principal, the special education teacher can facilitate a deeper understanding of the responsibilities and the importance of inclusion within the school setting.

This meeting can help address any misconceptions or concerns the general education teacher may have about including the student with an Individualized Education Program (IEP). The involvement of the principal can also lend authority to the discussion and signal to the general education teacher that inclusion is a priority for the school, encouraging their engagement and support.

The other options, while they have their merits, may not comprehensively address the resistance. Observing the student or encouraging the general education teacher to implement new strategies could help in the long run, but they might not get to the root of the resistance quickly enough. Meeting just with the general education teacher, although valuable, lacks the support necessary from administration to reinforce the importance of inclusion effectively.