ABSTRACT
The teacher immediately began keeping artifacts, anecdotal records, and other items that she thought would aid in his identification by the district's gifted identification committee. It is the responsibility of the general educator to present the grade-level's core curriculum for all students in the classroom. The teacher becomes more aware of his or her stu dents' individual needs by regular progress monitoring and using the data to guide decisions for instruction. The general educator should meet and talk regularly with any other teachers that her students might have. The teacher is responsible for communication with all of her students' families, but she needs to be cognizant that some students and their families will need more direct contact. The general educator is often the main provider of services to a student with a disability in her classroom. The general educator provides the special educators and the child's support staff with data gathered during classroom learning.
