A junior level student with a learning disability wants to enlist in the armed services but has a low reading level. What should be the teacher's recommendation?

Recommending remediation in reading and allowing a retest is a thoughtful approach for a junior level student with a learning disability who aspires to join the armed services. This option acknowledges the student’s current challenges while also offering a constructive path forward.

By providing remediation, the teacher is prioritizing the student’s educational needs and supporting them in building essential reading skills that are likely required for military performance and training. This approach reinforces the idea that with the right support, students can improve their abilities and prepare themselves better for the future.

Allowing a retest after remediation gives the student the opportunity to demonstrate growth and potentially meet the necessary literacy benchmarks. This also emphasizes a growth mindset, supporting the idea that abilities can improve with effort and appropriate support.

Encouraging immediate enrollment, enrolling the student in an adult education program, or solely focusing on enhancing computer skills would not adequately address the student’s low reading level or align with their goal of enlisting in the armed services, potentially leaving them unprepared for the requirements they will face.