What is the best course of action for a teacher when a high school student with a learning disability reports physical symptoms prior to a seizure?

Choosing to work with the student to create protective strategies is the best course of action because it empowers the student and addresses safety concerns directly. This approach acknowledges the student's experiences and preemptively aims to mitigate risks associated with the potential onset of a seizure. Collaborative planning can involve developing strategies such as finding a safe space for the student to go to or establishing signals for when they feel symptoms coming on.

This proactive plan facilitates communication between the teacher and the student, fostering an environment of support and understanding. Additionally, involving the student in this process can enhance their self-advocacy skills and help them feel more in control of their situation, which is critical for their confidence and overall wellbeing.

In contrast, the other options may not adequately address the immediate needs of the student facing physical symptoms. Obtaining at-home services can be helpful, but it may not provide immediate support during school hours. Documenting symptoms for the IEP is important for understanding the student’s needs in the long run, but it focuses more on record-keeping than real-time intervention. Advocating for a larger dose of seizure medication should be left to medical professionals and involves a level of medical treatment that should not be managed by educators.