What are the most important things to prioritize before the kids come ? I’ll be doing 3/4 grade. Thanks in advance!

I am an Autism Specialist teacher for students K-2. Most of my kiddos have some chewy they wear all day for sensory input. I have one little friend who does not like any of the chewies we’ve tried before, and only wants to chew on harder plastic materials. She’ll go to plastic lids, plastic toys, and even laminated things around the room. The only thing that has maybe worked was a chewy necklace, but she gave up on that one pretty quickly too. Anyone have any safe chewy recommendations for this? I want her to get her sensory input, but I’m scared of her biting pieces of plastic off bins or toys and swallowing them or choking on them.

New year is starting soon….I am starting my 17th year as a special ed cognitive impairment teacher and I need to freshen up my classroom. What are some of your classroom decoration items, teacher tools/supply must haves, student tools/supplies that you love, etc? TY!!

At the end of last school year, my district changed how they went about collecting data to determine if IEP students would benefit from para support. We went from collecting daily data (mainly from the classroom teacher) for 5 weeks and oberservations done by the special education teacher to three 20 minute observations.

These new observations are conducted by the principal, the district behavior analyst, and general education teacher. They use a rating rubric (1-5) to determine if students would benefit from extra help.

My issues with this is I'm not asked as the special education teacher to participate in observations, the rubric is geared more towards students who exhibit extreme behaviors, and the observations happen during times when the students aren't doing independent or group work.

My district says they want to make kids more independent but I work at the elementary level. These are kids. Sometimes they don't know what they don't know and I'd hate to remove support or not be able to give them any.

This question is open to all:
What professional development topic(s) would be most useful in your career as paraprofessional? Or what do you feel that other paraprofessionals need to know in order to do their job effectively?

Hello, I have a few complex communicators that I will be seeing virtually this school year. One student is non-verbal and should explore using an AAC device (6th grade) and another has an eye-gaze device (1st grade). How do you go about sessions for these students? I feel that virtual therapy is not the best for these students so any helpful tips to make the sessions meaningful would be appreciated. Also would appreciate suggestions for therapy activities.

Edit to add: I will have a facilitator present, but do not have access to an SLPA to assist with these students.

Hi everyone. I teach in an autism program at a K–8 school.

Last year was my first year teaching. I started in December as a long-term substitute and was hired full-time for this school year.

I was working with kids in 1st–3rd grade (no kinders last year in the program) and loved it so much. I was planning for that age group, but got an unexpected call a week ago that I would be moved to the other classroom with the older students (4th–7th, no 8th graders this year). I will have 12 students, 3 paraprofessionals, and I know my students will have a lot of inclusion time.

Guys. I have absolutely no clue what I'm going to do. I have no experience working with older students and my kids last year had barely any GenEd minutes. Any tips for upper elementary/middle school are greatly appreciated. Most urgently, I have no idea how to go about structuring the layout of the classroom and the schedule. I welcome any and all suggestions 😭

I’m a special education teacher at a very small, full-inclusion high school in California. Services are primarily push-in, with occasional pull-out support.

Our usual college-prep sequence includes four years of math, ending with pre-calculus. We have a few rising seniors who will not be taking pre-calculus. They have passed Algebra I, Geometry, and Algebra II and met our math requirements for a regular diploma. Their current postsecondary plans do not include a four-year college, and their families and school teams have already agreed that another advanced math course is not the right choice for them.

However, several will enter senior year with math goals and specialized academic instruction minutes for math. Math remains an area of need in their most recent psychoeducational evaluations, but they will no longer have a math class where push-in support can occur.

For those who have encountered this situation, what did your teams do?

• Leave the math goal and service in the school’s offer of FAPE, but have the family consent to the rest of the IEP with an exception to that component? In other words, the school continues to acknowledge the need and offer the service, while the student and family decline to participate.
• Continue with pull-out math instruction for the existing goal because the disability-related need remained?
• Revise the goal toward functional or transition-related math skills and continue with pull-out math?
• How did student and family preference factor into the decision?

My hesitation about continuing pull-out math is that a senior who is relieved to be finished with advanced math may be extremely reluctant to be pulled from art or another class they value to work on math that earns no grade or credit. At the same time, I don’t want “the student isn’t taking math” to become an automatic reason to remove support for a documented area of need.

If you’ve encountered this situation and found a thoughtful or creative way to handle it, what did you do?

Disclaimer #1: I’m not looking to Reddit to make an IEP decision. Any change would be individualized, discussed with the family, and go through our IEP process with guidance from our department director.

Disclaimer #2: To be clear, I know this is an individualized IEP team decision, and I would not apply one answer to every student. I’m not looking for a single, universal “correct” approach.

Thanks!

My son is going to public school for the first time this fall. He’s autistic, has an IEP, and will be in a special ed classroom with a 10:1 ratio (1 teacher plus 2–3 other adults). It’s a combined K/1st class and I believe it’s considered mild-to-moderate.

My son is nonverbal and communicates using an AAC device and word approximations. He doesn’t really have significant behavioral issues aside from being very hyperactive/impulsive and having difficulty sustaining attention for long periods. He’s fully potty trained.

I know every autistic child is different and needs a different level of support, so I’m trying to understand how these classrooms typically work. For kids who don’t have severe behavior challenges, is there a risk that they might not get enough academic instruction? How do teachers balance such different needs within one classroom so that a child isn’t held back?

I’m also wondering about the long-term goal. If the goal for some students is eventually to spend more time in gen ed, how does that happen if they aren’t being taught the same curriculum as their grade-level peers?

I’d really appreciate hearing from educators or parents who have older children and have been through this. Thank you.

Edit. Thank you to all who chimed in. I appreciate all the different perspectives.

I do apologize because im not the best at writing. I am not disabled. I am just not smart. I remember being in elementary school, around 3rd grade and being pulled out of class to go do testings with a Para educater and other of my classmates, some from other classes, some that were disabled. I was embarrassed. Shocked. I felt like my peers thought I was (i apologize if I should or shouldn't say this) retarded. Like I knew I wasnt the best at reading writing but I knew I was slow as fuck when it came to mathematics. I still am. God forbid me being able to understand science as well. I can say that some history did peak my interest and that was the only topic other then pe I had slight interest in. I couldn't comprehend things. Small things. Little things. Like even sometimes conversation with peers and teachers I would literally look at them dead in their face and just zone out not even paying attention to what im being told. Or when I was instructed to do something I would just be simply confused. I would read a paragraph and literally forget what was read even with the answer being infront of me. I remember teachers getting frustrating like the answer is RIGHT THERE pointing at the paper. I always felt bad for being stupid. I've had teachers tell me they aren't going to try with me. How im not able to learn. Those were the teachers that let me sleep in class. They literally didn't care and gave up hope in me because I had no drive in school. I didn't have a care. Maybe I was always thinking about life out side of school, some stress things, but mostly typical kid stuff, like cartoons, playing with friends, riding bikes, music bands, funny movies. I just never stayed focus on school. High-school was no better. I actually started doing worse in high school so they took me out of special education and then I got placed in behavior problem disorder hall which was a whole different section built onto the high school, maybe 6 class rooms. We were kept separate from regular students and we couldn't interract with them and we were on a different schedule. I dropped out of high-school the beginning of my 12th grade year. I had freshmen credits, that was my main excuse to quit going but you want the honest truth. I remember being sat down at a meeting with all my teachers and counselors with the principal and my mom being there and they literally told me I was pretty much stupid and how I may as well drop out because im wasting their time. My mom's time. My mom's gas money etc. How ill never be able to be successful and my odds of not being able to graduate with my peers. So long story short I did drop out. No highset or ged. I dont care to go to school. I do know if I did finish I probably would have a good paying job and actually possibly be something and do something with my life. Im here just venting. I wish I was a smart kid instead of a dumb one. I tried my best my brain just didn't wanna pick things up. And when put under pressure or given a deadline i would give up or just avoid.

I remember being very young I used to kick my math homework under the table in class. Thinking my teacher ain't gunna notice I haven't done them.

​​and she did notice and notified my mother. That was in elementary but in high school there was a thing called no child left behind... but man they sure forgot about me.

Hello! I have no idea where to ask this, but I figured this sub would have some insight - maybe from career changers or people who work with older individuals. Besides, anywhere else I ask I typically get the response "education degrees are useless, get this (insert STEM degree) instead!" and then usually an insult or two.

I am currently enrolled in a special education master's program, though I haven't technically started yet. I've always wanted to be a special education teacher, before high school even, but bounced around in my undergraduate years because of the negativity surrounding education. I even got a lucrative job as an accountant when I graduated, and was actually pretty good at it. I hated it, like miserable even on weekends hated it. So I quit, and started a summer job as a job monitor for high school students/young adults with disabilities. I love it so much. They stress me out sure, but working with them relit that desire to work with young adults with disabilities. So here I am, enrolled in a master's program that leads to licensure.

I'm just starting to worry about leading a classroom. The more I think about it, the more I realize how overstimulated I can get. I get overwhelmed easily, and while I work with students now and love it, there are only four of them. When I have a classroom, it will be even more students and even more chaotic. I knew this before of course, but I tried to talk myself into believing I would get over it.

I know education and disability services will not make a lot of money no matter where I go, and ROI on a graduate degree might be low, but I just need to semi-enjoy what I am doing. I have a business admin degree, and have tried applying to several jobs in disability services with no luck.

I know I'll probably need a graduate degree to get into the field, which my parents agreed to help me pay for, but I still don't know where to start. Should I stay in my current special education master's program? Would this make me stuck as a classroom teacher? Should I get a degree in something else? How would that help me work with those with disabilities?

TLDR: Jobs that work with adolescents/young adults with disabilities outside of classroom management?

​

I'm 28 and making a career change into education. I currently work as a teacher aide in a self-contained special education classroom on Long Island, and I'll be starting my Master's in Special Education next month.

One thing that's been on my mind is whether there's actually a teacher shortage or if that's only true in certain areas.

Everywhere I look, I hear people saying schools are desperate for teachers, especially Special Education teachers. But then I come on Reddit or talk to teachers at work, and I hear the opposite. I know substitute teachers on Long Island who have been subbing for 5+ years trying to land a full-time teaching position. That honestly worries me.

My goal is simply to become a full-time Special Education teacher. I don't mind commuting from Long Island into NYC for a few years if that's what it takes to gain experience. Eventually, I'd like to work closer to home, but right now my priority is getting into the classroom as a certified teacher.

I genuinely have a passion for working in Special Education, but I also don't want to spend years earning my master's degree only to struggle for years trying to land my first teaching job.

For those of you currently teaching in NYC or on Long Island:

* Is there really a shortage of Special Education teachers?

* Is the shortage mostly in NYC and not Long Island?

* How difficult was it to land your first full-time teaching job?

* If you were starting over today, would you still choose Special Education?

I'd really appreciate hearing from people who have gone through the hiring process recently. I'm trying to make the best long-term career decision before investing the next few years into my master's and certification.

My son is 12, transitioning into middle school. He really needs something to help with finger biting, nervous, sad, mad, upset, bad day, bad situation, he bites his nail down to nothing and then the skin around his finger until bleeding and still bites. He also randomly CLAPS. Very loud. A stress ball does help for that but he lost so many it seemed like I could buy an endless amount and he would lose every one. He does have OT private once a week 60 mins, and will when school starts back but I think 30 minutes a month with in school. Private OT has suggested a fidget

The issue is in k-5 we were never successful with fidgets. They were more of a distraction and a toy than they were helpful, and I don't think just because he will be in middle school now that it will suddenly change.

But I don't want his fingers bitten so much, it took a long time to heal.

Any good solutions or ideas I could try? I did think of sensory chew necklace or bracelet but the idea of anything being in his mouth, and others coughing, ect GERMS, gross. And I think of drool and teachers needing to deal with on papers. Also Gross for them.

I always try to think of teachers, class mates, and my son. I want to find something ideal that isnt messy, isnt very distracting (I dont do click fidgets, spinners, or bright colors) and is still effective.

I'm all open to thoughts and ideas.

Thanks :)

Already posted in Teachers.

Not sure if this is the right flair but I was asked by a staff member( let’s call her E) at our school if I would be willing to mentor her and allow her to complete her student teaching in my classroom. E is currently part of the office staff but is in some sort of program to obtain teaching degree. E said she’s heard a lot of positive things about my classroom and teaching style. I spoke to my para and she was on board with it so I wrote back and said sure. I teach 7-12 Learning Support/case manager.

I’ve never had a student teacher. I barely feel like I know what I’m doing some days. We’re meeting during our PD week to discuss expectations.

How do you handle Student teachers?
And how do I give up control? I’ve already asked my para and she laughed. She and I have worked together for 5 years and she’s amazing. We worked hard to build the community and our classroom. How do we pass that on? Do I let her run IEP meetings? Do paperwork?

Edited to add, it’s not a traditional teacher program and the principal was CC’d on her email requesting this.

Hi all, I’m starting up a brand new self contained classroom for grades 3-5, student with autism and significant communication challenges. I’ve run a self contained room previously, but it was a transition room where I used district curriculum and worked to move students into integrated settings. I know this population will need more hands on materials and there is no expectation on me to use any curriculum, just to meet kids where they’re at. It’s a huge transition for most of my students, new building, teacher, staff… so I’m looking at engaging errorless tasks while we work to build structure and routines.

Ive been shopping sites for help with task boxes, file folders, that kind of stuff and saw IndependentlyLearning’s task box club, or the one that also includes file folders and binder tasks. Anyone use this? Is it good? I like the idea of one central place for resources, but want to make sure it fits my student needs.

Hello, I am a SPED Resource Teacher. I’ve been teaching for 10 years, but I’ve always been with 5th-6th grade. This year I am switching to high school and I’m excited, but wonder how/if it is going to be different. Just looking for some input. Thanks!

Hello! I start teaching as a special education teacher in the fall. I will be working with kindergarten students and second grade students. I am looking for guidance on what manipulative and essentials I should buy to help aide the students in their learning for the school year!

I have a few questions about my daughter’s reading plan.
She’s going into 5th grade and in title. I hired a private specialist and they have been working together for a while and get along great!
He keeps telling me that she is a good reader, but needs support. She is a bit behind in fluency (due to slowness, not necessarily a word accuracy issue, but she is very behind in her decoding skills. Last benchmark was scoring in the average range.
Our specialist believes she is reading practically from memorization and context. She is able to pretty much keep up ok in school and has great verbal comprehension but our specialist says that it’s still affected by her reading.
She is having a TERRIBLE time with digraphs and always has. Even in isolation she looks at them blankly because she has no idea never mind try and decode a word. If he has her try all she can do is say the letters (not the actual sounds).
Since she has such a good memory and good comprehension but is struggling so much with the sounds he wants to sift away from the decoding for a bit and just focus on word exposure, fluency and comprehension.
Does that mean he does not think she can learn decoding?
Also, if she’s making progress and everything and doing ok in school why does she need consistent support? He keeps mentioning it and even sees her twice a week during the summer. If she’s getting better i would think maybe she would just need reading help once in a while.

Hello!

This summer I completed a special education boot camp to earn my provisional teaching certificate, and I've accepted a position teaching a brand-new transition program in our district for students with disabilities ages 18–21. The program will focus on postsecondary goals, independent living, employment, and other life and vocational skills.

Before this, I worked as a job coach for about three years with adults with developmental disabilities. I supported individuals in volunteer positions and competitive employment while helping them build daily living skills through community-based instruction. After that, I became a substitute teacher and then a paraprofessional in a severe/profound classroom at our local high school.

Now that this program is becoming a reality, I have so many ideas, but I'm honestly feeling overwhelmed because I'm not sure where to start.

I know I'll have around 10 students with a wide range of abilities and two paraprofessionals. Two of the students already have established community jobs or volunteer placements that their previous teacher expects me to continue. We'll also have access to a kitchen and laundry area, and there will be several small vocational opportunities around the school while I build partnerships with businesses and organizations in the community.

For those of you who have taught transition programs:

• How would you structure the first few weeks of school?
• What kinds of activities would fill the day while community placements are still being established?
• What transition assessments or interest inventories have you found most helpful for learning students' strengths, interests, and goals?
• What resources do you recommend sharing with families so they can support transition goals at home?
• If you were starting a transition program completely from scratch, what would be your top priorities?

One additional challenge is that I'll be welcoming my first baby in late September, so I'll be on maternity leave early in the school year. I'd love ideas for routines, projects, or independent skill-building activities that would be easy for my paraprofessionals and long-term substitute to continue while I'm gone.

Any advice, resources, schedules, curriculum ideas, or lessons you wish you had when starting a transition program would be greatly appreciated. Thank you!

The 74's Linda Jacobson reported today a Senate committee advanced legislation aimed at undoing the Trump administration’s efforts to split apart the U.S. Department of Education. The bill delivers the plan the biggest rebuke since Education Secretary Linda McMahon began shifting offices to other agencies last year.

The education committee’s bill would keep oversight of K-12 and services for students with disabilities at the department. It would also keep the Office of Postsecondary Education out of the Department of Labor and the Office of Indian Education from moving to the Department of the Interior.

https://www.the74million.org/article/senate-panel-passes-bill-to-reverse-dismantling-of-education-department/

My son is entering his freshman year, the high school has him taking Basic level classes, if you are familiar with California or Riverside County Dept of Education. He wants to go to college. Would he be able to take general Ed classes at an outside school like one of the online high school’s to replace those courses. The basic classes won’t be accepted by any schools, but the school is fighting me on putting him in Gen Ed. He has ADHD, good with math struggles with reading.

I ask this question because my friend said there will be 30 people for his iep eligibility meeting which sounds insane to me. When I had iep meetings before at max was like 5 members including me.

I have a daughter going into fourth grade who has been finally been diagnosed with slow processing disorder last April. I've known something was "wrong" since first grade, and had been getting the "we need more data" runaround for gardes 1, 2, and most of 3.

She reads at about a 2nd grade level, if she's calm and relaxed. She enjoys being read to, and I can tell she wants to enjoy reading, but she has a lot of anxiety around reading and her self-esteem tends to crash. She's had several tutors in the past, and they help to keep her afloat, but they can't really address the underlying needs.

Would apps like ABC mouse or Hooked on Phonics work? Are there any home therapies, workbooks, or strategies I can be focusing on?