Home | How It Works | Stats Login | Register         Case: Anxiety Disorder Bringing Disorder Jan is a new teacher who has a student with an anxiety disorder. The student will have good days and so-so days, but then will have days that are horrible for teacher and student alike. The student is an A student and understands the concepts delivered. The student will sit quietly during classwork and complete assignments independently and not have one question, but on assessment days, the student constantly wants to ask questions and is upset when Jan cannot answer the question and causes a scene that disrupts the other students. Jan cannot possibly answer the student's questions and not expect other students to want their questions answered. Jan has reviewed the student's IEP, and he does not get small group testing, and she has spoken with his case manager who does not think he needs small group testing. Jan has spoken with the other teachers, and the student is in a collaborative or resource setting in all classes except math. How can Jan best serve this student and the other students during testing? Solution: (Rates are posted for this solution!) Documentation is key here. When it comes time for the IEP to be renewed/reviewed, Jan should present the information from test days and non-test days (or disguised test days) to the IEP group as specific evidence that small-group testing is needed. Another option could be oral tests, depending on the subject matter and availability of the teacher.