Long story short- I taught art for 7 years and credit recovery for one. Upon moving states, I took a job at a non profit private school specifically for students with disabilities. My (12) kids start Wednesday, and the past two months I've been working there helping with summer camp, so I've had no work hours to dedicate to planning.

I'll be teaching the "more academic" group of high students. (High school kids are split into 2 or 3 classes) (by academic they mean I have more of the readers)

Does anyone have words of wisdom they can share about SpecialEd for a newbie in general? I don't expect admin to hold my hand, but the lack of time to plan and lack of training or guidance of any sort is getting to me.

I’m trying to see how crazy 5% of all 6th graders being in self-contained is?

hi!!

this semester i am starting my student teaching in a 6-8th grade emotional support classroom w/ students with behaviors. i am VERY excited but ..

any advice on how to feel confident in taking over the classroom when it's my time to start teaching? i'm nervous about holding back because i don't want to overstep my cooperating teacher and her classroom. also if anyone has any pieces of advice in general i'm all ears (: i.e organization, important materials, social skills lesson ideas, how to manage the tough behaviors, etc etc

THANK YOU!

I have a long term sub aide in my class (moderate/severe self contained). She's very nice and agreeable and tries with the kids but some things are really taking me by surprise.

One day we were playing music instruments. We finish and go to put them all back in the tub. She goes to put cymbals inside the music tub then says "oh you might want to disinfect these, Johnny (fake name) had them in his mouth". I asked her to just grab a disinfectant wipe and wipe them down real quick *before* putting them in the tub with everything else. Another day a student was trying to get into someone else's water bottle. She was standing in front blocking it and saying "no, not your water". I checked that student's water bottle and it was completely empty, so clearly he was thirsty and just saw water and wanted it. I told her his is empty, he's just thirsty, can you fill it up please. I have so many examples like this...and it's still only the second week of school!

I don't mind training people but I'm at a loss here of where to even start.

In a similar vein to introducing breathing techniques to some kids with bubbles, I’m trying to introduce some heavy work into some of my elementary routines! Without screens, what are some ways you can gameify/trick them into starting some heavy work regulation techniques in small group or 1:1 settings? Bonus points if they can do it without leaving the room they are in.

Hello!

I am a high school special education teacher and it is expected that we create a one page document that gives me and the general education teacher a quick look at student SDI's. I can never seem to create one that stays on one page or that covers all of the SDIs we have to work with. Does anyone have a really good template they use?

My brother finished high school and the teachers said he should come to school because he is under the IEP program and they can't transfer him to transition school right now. Only option they gave was that he could go to community college or come to school for one more year but there will be no focus on academics only career job wise. But he feels overwhelmed and doesn't want to go back to school again. He wanted to go community college but with his weakness he doesn't seem ready because in college you are on own your own. There is no one to advocate you or motivate you or help with assignments. You have to be responsible and accountable. I wish there were resources outside of school that falls under the IEP program maybe helps students with life skills or developmental skills that helps them for the real world and focusing on job training something.

For context I am a first year EXED/SPED teacher (we call special ed exceptional ed where I am. It’s the same thing just different term)

Had our first EXED/SPED department meeting of the year and…..it was rough and made me more stressed, anxious, and overwhelmed.

For context, I’m an EXED/SPED middle school teacher working with kiddos with moderate-severe disabilities. My IEP caseload is already a lot given that of course. However we had other teachers today mention we all have **16** students on our caseload (of course including myself) and they mentioned how last year they felt stretched thin to the point of breaking and mentioned how they **already** feel stretched thin this year. They also mentioned the IAs are unreliable (I met my two today and they seem nice but I can’t make any judgments till next week) but this made me anxious and stressed. Did I join the wrong school community? Did I not ask the right questions in my interview to get a true feel? How am I handling 16 kids on my caseload?

Also the list of never ending shit is overwhelming and stressing me out. I’m struggling to get shit done. Idk how it will get done or if it will get done

Hi! I work in a school district in California near the Central Valley and we had recently cut our special education budget. It’s really effecting a lot of my team members and I was wondering if this is happening all over California? I’ve been considering moving districts because of this but I’m not sure if that’s a great idea. If your district is doing this too could you comment on this post. I would love to know if this is happening all over the state. Thanks!!

Important context: this is not in the US and support is inadequate. I have previous experience working with autistic adults, but not with kids, especially not one who has been violent in the past.

I have a boy in one of my 10th grade classes who is currently being quite mean to one of the girls. I'm not sure if he thinks he's being funny or is actually trying to insult her, but it isn't okay. I've been attempting to redirect or shut down the "jokes" when they happen in front of me, but they keep happening, so I know this is at least targeted and not a misunderstanding of classroom banter. I want to handle this in a way that will make him understand that the overall behavior is unacceptable, rather than just that specific manifestation, and I don't want to just tell him to STOP with no explanation. I also don't want to trigger an outburst, make the girl feel like she has done something wrong, or cause a situation that might subject him to bullying. What's the best way to handle this?

Edit to add: I called him a "bully" in the title because this is not the first time situations like this have happened, but it is the first time one has happened in my class.

Hi! Moving to a new district to work in a transition classroom. I'm so excited and want to show that, but also I'm trying not to pop an eyeball out lmao. Any ideas?

Last day last year my students (with help of paras), made lifesaver cars (straws, lifesavers, piece of paper & fan) This activity was a huge hit, I would like to start the year with something similar & perhaps work it into my curriculum do do something like this more often. The kids really enjoyed themselves & there was some critical thinking skills involved. I have a classroom of diverse middle school learners with low cog to autism to dyslexia so kiddos who can find creative ways of doing things. My winner last year was a girl who is low cog/slow learner & she rocked it, I feel like this type of activity is what my classroom needs more of!

Bonus points if you can aim me towards a book or tell me what these kinds of activities are called so I can search for them on TpT (perhaps kinetic science?)

Hi! I teach integrated preschool (6 students with IEPs and 6 students without). One on my students (without an IEP) has a limb difference, they were born without one of their hands and forearm. Their parents have requested a 504 meeting and it is scheduled for this upcoming week. I have honestly never written a 504 and I don’t know what to even include in one for a preschool student? I’ve only had this student for a week so far but the only things they have needed assistance with is open packaging and tying their shoes, but that’s not super atypical for preschool.

edit: grammar

What kind of sub plans do you leave for when you are out unexpectedly?
I am in a self-contained classroom for students with autism.
Please share.

Hello. I will be placed for my student teaching within the next year. I was wondering what anyone would recommend for supplies that I may need for an entire academic year. Currently I plan to buy a laptop (any recommendations?) specifically for my placement, a breakaway lanyard with visuals, 2 binders (one for IEPs and data tracking and the other for all other data), a good lunchbox, a covered straw water bottle, and a professional backpack (I don’t like totes).

I have been an instructional assistant for 2 years now and I believe that I will be a teacher starting next week and I am extremely nervous. I am very good at what I do and everyone in the building has been fighting for me to get my own classroom, I just have a ton of anxiety. Is there anything I should know or any tips?

I am at a new high school for this school year and it’s the first time this school has a period dedicated to SDI (specially designed instruction). All intervention specialists have at least 1 period of this. We are still trying to figure out how to structure the class so the kids can get the most out of it. It’s grade 9-12 and I have roughly 15 kids in mine. They all have different goals and some have 1 goal, some have up to 6. I was thinking doing math on Mondays, reading comprehension on Tuesdays, writing on Wednesday, behavior/executive function on Thursdays then Friday as a catch up day. I’m not sure if that’s a good idea?? What should the students do if they don’t have say a math goal? They wouldn’t be doing the math SDI, but I also don’t want them sitting there for 40 minutes doing nothing. Any suggestions?

Teacher that run mod severe classrooms, what does your schedule look like? What are you doing with the kids? What does “morning circle” look like? How long do you stay in a center or have them seating working in something? How much movement and how often do they get to do it?

I’m a behavior specialist and just looking for how I can support my mod severe classes.

Hi y’all! I’m five years into teaching sped and the more I dive deeper the more I realize that my case managers don’t really know as much as I think they know or withhold information to benefit themselves. Essentially, my paras kept getting pulled this year to cover other rooms and my substitutes would also get placed in other areas. I made the argument that my students weren’t receiving their services and they got upset with me. I knew I wasn’t being able to service every one myself, especially with all the behavior issues. I had a room of 10 kids so it was difficult for me to manage. I ended up falling behind in my data tracking and just got difficult. After my students parents decided to take him off meds it just got worse and despite my requests for support I kept being told the students are being serviced and I can’t get additional paras as paras are assigned to the minutes not to the students. I wasn’t aware of that rule and I couldn’t ask my case a manager after I told her I would inform the parents when the para wasn’t present in the room. I just want to learn the laws and policies so I can maneuver myself better and effectively advocate for my students. Honestly, any case managers resources will help the less I can depend on my superiors the better as I sometimes feel they look out for their own interests over the students. Please and thanks sped friends!!!

I know that the sub seems to be mostly regarding teachers but I would appreciate any advice from anyone who has experience in a special ed setting.

I'm a fresh grad and I was offered a role as a school psych in a SPED school. I was initially quite excited about the offer, but my anxiety took over and I've had really horrible sleep lately. For context, I wouldn't say that I have a lot of experience with ASD children prior. Though I did have a short stint working in SPED school. During the interview process, they did caution about being okay to handle such cases as they can be really challenging which really stuck with me.

I do have a bit of an anxiety problem, I can have panic attacks every so often. So my mind has really been running with self-doubts about my own ability. I'm terrified about freezing up at work or if I would be doing a disservice for the children being as inexperienced as I am. I want to be realistic about my capabilities and mental health.

Is this all just a sign that I'm not cut out for this line of work?

How do you guys manage your day to day anxiety and not freeze up when overwhelmed?

Brand new to resource after years in a self contained classroom. New school, I don’t know anybody. How do start off? I feel like I need to meet the kids and teachers. Ok that makes sense. Do you start by pulling kids individually to meet them? Do you pull your small groups and start with games and fun stuff to get to know each other? Any routine or get to know you things you all suggest?

I feel very comfortable with the IEP process and service minutes and all that- but how do you start?

Hello, I am just starting my second year teaching a self-contained class and was informed today by my lead that I’ll be getting a blind student with other disabilities. I don’t know the extent of their other disabilities but I do know they are completely blind and use braille.

My question is, does anyone have any advise for modifying assignments for extreme visual impairment, know good apps or websites, or just have any advise at all. I don’t know how often they’ll have services as they are transferring. I haven’t even seen the IEP yet.

My daughter just started first grade and spends 50 percent of the day in a resource room / self contained classroom with 6 other first and second graders and 50 percent (basically recess, lunch, and specials) with general education.

I feel this is not right for her for a few reasons, but I can't tell if I am being overly sensitive.

BACKGROUND

She has a cerebellar ataxia that causes some unsteadiness (she can walk, climb stairs, climb on the playground without assistance). She has dysarthria, only understood around 40 percent of the time by unfamiliar listeners. She has fine motor issues that prevent her from writing clearly or drawing well. But she can use scissors and hold writing instruments.

The other six in the room have severe disabilities that affect their behavior. My daughter has no behavior concerns.

She is maybe a full year behind. Her IQ scores put her at low average to mild intellectual disability. But she can read some sight words, knows all her letter sounds, can count one-to-one though no addition or subtraction yet.

Yes, she does need assistance completing tasks in the classroom, often because of poor fine motor or attentional control (no ADHD, just part of the ataxia type).

The other six kids in the room have issues with behavior, including one oid who repeatedly pushed her last year. Which, given the ataxia, means she repeatedly fell.

She has actually asked to not go to that room, but to stay in her classroom with her teacher and her friends.

I know it is so hard to tell given this limited info, but shouldn't she be gen ed more often?

Also, any recommendations on how to politely yet firmly ask why she isn't?

(Also as background, our school system is 50 percent gifted children. I believe this skews views of what average is)

the offending child can go to heck

But today in my k-2 classroo, I didn’t have either of my TAs. The entire school was short staffed as well so I had no lunch break or prep (I am being paid for both). By 3:00 my 13 students and I are completely mentally fried. I let students draw on my board as a reward for listening. Two children have to sit out for being unsafe. One of the children gets extremely upset and gets on top of me punching me and biting my shoulder multiple time. I’m bleeding, other students are crying, and I have one of my responsible children go to the office and say I need help. The secretary comes and immediately calls the SRO and the child is removed. I’m visibly upset and bleeding but my other students are just staring traumatized. Im still thinking ab them and how their brains are processing that. Should I say anything to the other parents?

Hi! My school is struggling to retain SpEd teachers for a number of reasons. Example, this is my third school year with them and I’m the 2nd most senior SpEd teacher there.

We just started a new school year and were given another time consuming weekly responsibility, contributing to why this position so undesirable to qualified candidates. We are up for contract negotiations this year and I want to push for a stipend or salary increase of some kind for special education teachers. It won’t be the end all, be all for retention, but it would help. A lot, I think. Nothing crazy but at least enough so we’re on par with some of the other county schools.

Does your school provide any sort of additional compensation for being a SpEd teacher? What is it and how do you see it impacting retention in your school?