Make the request specific and time-limited
A teacher may find it easier to respond to a small number of focused questions than to a broad request for a report. You could ask for examples from the past few weeks, such as when the child started work, followed multi-step instructions, managed transitions, or completed tasks. Asking what was observed, how often it happened, and what support was already tried can make the information more useful.
- Ask for examples from more than one type of activity, such as independent work, group work, and less structured times.
- Ask what helps in the classroom, not only what is difficult.
- Check whether the pattern is similar across subjects, days, or settings.
- Agree on how the information will be shared and who will see it.