Which practice illustrates the role of a special education teacher providing indirect consultative services?

The scenario where a special education teacher adjusts the learning environment within the general education setting is a clear illustration of providing indirect consultative services. This practice aligns with the collaborative approach that is often required in inclusive education settings. In this role, the special education teacher works in conjunction with general education teachers to modify the classroom environment, adapt instructional strategies, and implement accommodations that benefit not only students with special needs but also the entire class.

Indirect consultative services are focused on influencing and enhancing the teaching practices of general educators to support students with disabilities indirectly, rather than working directly with the students all the time. This collaborative adjustment helps create a more supportive and inclusive learning environment for everyone.

Other options involve more direct involvement with either assessment or specialized instruction. For example, evaluating student progress with standardized tests or leading all student assessments entails a direct role in measuring student performance, which does not fit the consultative model where the special education teacher serves in a supportive capacity. Similarly, exclusively working with special education students indicates a separate approach that does not promote the inclusion and indirect support needed in consultative practices.