Which of the following school support personnel is best qualified to implement an assistive technology communication board for a student and train the teachers and family to work with the student on the device?

Mr. Benson is working with Megan, a student in his first-grade class, and asks her to read a short story aloud. During the reading, Megan comes to a word she does not recognize and stops. Mr. Benson tells Megan the word and asks her to reread the sentence saying the difficult word once again. Mr. Benson then takes the opportunity to provide direct instruction in a phonics strategy that will help Megan decode other unknown words she may encounter that follow the same phonics rule. Mr. Benson continues to support Megan’s learning and provides opportunities for her to apply the newly learned decoding technique. As Megan becomes more proficient in using the skill, Mr. Benson encourages her to take more responsibility on her own for sounding out unfamiliar words.

An Individualized Education Program (IEP) team meets to discuss the educational plan for a kindergarten student with a learning disability. The student has good verbal communication and social skills but struggles with academics. During the meeting, the team establishes a plan for how the paraprofessional can best support the student.

Carl is having difficulty using the microscope in the science center. He demonstrates that he is able to set it up correctly but has trouble focusing the lens. His teacher assigns several classmates who have demonstrated mastery using the microscope to help Carl learn to focus the lens.