My daughter is in special education and has an IEP. Last week the admin at her school called me to come pick her up because she was having a shutdown episode. During her shutdowns, she will literally just sit there with her arms crossed, thats all, shes not a danger to herself or others. they called me out of work 15 minutes before school was out to come pick her up, gave me no explanation just that she couldnt ride the bus or go to daycare. I get there and they said that she was shut down for 10 minutes before they called me.. they keep trying to tell me that this wasn't a removal because she was supposedly in the hallway when it happened. But theyre all contradicting each other and no one has the same story. I asked for documentation and I asked what happened leading up and what measures were taken before calling me and I keep getting met with hostility and lies. What can I do.

I spend 4 hours “coteaching. In 4 different classrooms. As in I walk around the room and assist the students. I have no desk. The teachers give me zero input, and when I try and “coteach” I am literally talked over by the Gen Ed teachers.
(They aren’t even rude I think they just have no idea how to handle another adult being in the room… plus no common plan time)

My small group classes are in a room in the basement. I have 14 students, in the smallest room in the school. I have no para but that is probably because a para physically wouldn’t fit. I have no shelf space for supplies, my white board is literally peeling from the wall, there are hot pipes I was told not to let the students touch etc.

The rest of the classrooms are extremely nice, the teachers have closets, desks, work areas, libraries for the students etc.

I teach ELA and don’t have room for a book shelf. I also teach math and have zero room to work with students. The fire code on the door says max capacity is 21, so I know it’s “legal” but it’s so non credible to learning. There are tiny windows and peeling paint, broken outlets, no phone, a utility closet in the room etc. The other classrooms have flags. We have a tiny little banner.

Yes I’m just bitching. But also, I cannot believe it is considered okay to put the students in this environment?! We have open house tonight and I cannot WAIT for parents reactions to the conditions their students are learning in.

I run an autism classroom and have a student with mild autism who has ODD. He should be in a behavioral class but my school doesn’t have one. We started our second week of school and multiple times a day he throws/kicks furniture, hits/kicks/bites me and the paras, punched and dragged classmates on the playground, and made a gun signal with his hand and pretended to shoot me.

This is my first year teaching and was an autism para prior. I’m not used to behavior kids like this. The parents know, but they don’t care. His older brother in Gen-Ed acts the same way. Admin is involved and they told me I can determine if he needs a different placement.

What do I do with a student like this?

I’m in my first year of special ed (autistic support). I have all 3rd grade and no real behaviors. Most are in gen ed at least 25% of the day. They are great. I am STRUGGLING learning all of these programs, assessing, tracking behaviors, having kids on 80 different levels, and managing schedules. It is SO much. I have great classroom management and my kids are amazing, but this paperwork and differentiation is killing me. Will it get better? Will it get better this year? 😢

My children attended/attend a school system that was taken over by our state and is now in the process of being back under local control. There was a community school board meeting where the new goals and guardrails were discussed and this one stood out for me.

"G.1.2 The Superintendent will increase the percentage of students with IEPs enrolled in advanced academics from 3.5% in June 2025 to 10% by June 2030."

As background, I have a child with autism/ADHF and a 504, who went through the advanced academics program in middle school. I have another child with autism/ADHD/anxiety who has an IEP for behavioral but is testing off the charts academically.

I thought that you have to be behind in school to qualify for an IEP (which my second child does because he doesn't attend a regular school and is in a out of district placement.). Even though my youngest is brilliant, we would never expect him to keep up with the advanced academics rigor and it's not fair to the other kids.

On the flip side, I saw how horrible having behavioral kids in the advanced academics was. The poor teachers couldn't push the kids like they wanted to. A kid was stabbed by another kid in my son's class. More and more people are pulling their kids out and using charter or private schools, including us. We sent our oldest to a private school for high school.

Am I crazy that this seems to be the complete opposite of what you would want for a goal?

Personally, I would prefer a goal of increasing the number of dedicated behavioral schools run by the school district instead of them being out of district. And maybe within those schools, have contained advanced academic programs.

Thank you for your thoughts!

Some background: I’m a first year high school special education teacher, with a caseload of 30~ students across 9th and 10th grades - I came from five years working as a SPED paraprofessional working with middle schoolers in the same school network and was eager to work with an older demographic when the position opened.

Three weeks in, and I’m this close to throwing in the towel. It seems like most of my caseload can’t stand me, largely because I’m the only adult holding them accountable for their intense behaviors (verbal abuse, eloping, fighting).

That means a lot of SAI minutes get logged as “refusal of services.” Obviously I can’t force them to accept services, but it’s hard not to feel like an utter failure of an educator when it happens, or when a student chews me out because I asked them once to return to their seat.

The staff and admin have been kind and in my corner on a lot of issues, but a significant staff shortage means there is very little support when I need it. I’m not sure what to do, I feel like the paperwork and meetings I’ve been managing fine, but everything else is draining me!

Why are the IAs in our integrated services rooms trying to have my room and the other room against each other? It’s so fucking stupid. Just grow up and do your job. Our job is to support these students so let’s just focus on that

(For context, integrated services is for the kiddos who have moderate/severe disabilities that makes it impossible for them to access the general curriculum)

Also our EXED coordinator came in during one of my blocks today and I had only 2 kids. My other two were out so I didn’t want to do too much since half my class wasn’t here. She sat down like she was getting ready to observe me. This was like…more than halfway through class like ma’am our students just finished doing their work. I also don’t have a mentor and she’s in charge of getting me a mentor. Like don’t fucking sit there and observe me on week fucking 2 expecting me to be good when I have no mentor for any guidance

Update: the principal came in to observe during my last block today as well

My TKer started about 3 weeks ago.
I was wondering, is it OK to ask for an IEP meeting to know how things are going? Or should I just ask his teacher for a general update?
My TKer can’t tell me much if anything of what they do in school (although I’m sure this is like most TK students).
He currently receives SpEd for 60 mins/week and speech 45 mins/week

I recently got hired with an elementary public school that is close to me so it's very convenient travel wise. Many of the staff and teachers there seem great. It's Professional Development week and I looked at the papers they gave us and I found out I'm going to be in a self-contained classroom... I am really nervous as I do have a physical disability myself (Mild cerebral palsy). I did work as a per-diem paraprofessional and substitute teacher before and at a daycare as an assistant teacher. Can anyone give me advice please? I also want to become a teacher one day too.

Hey everyone! pre-K special ed teacher here trying to incorporate our smartboard more into our circle time. We finally got one but our school gave us an off-brand one off Amazon. it works very well but uses an Android operating system. Is there an app I can use on my iPad that I can also be signed in on the Android board and use for my students, something where I can allow them to select their name and picture from among several choices, where they can choose their name picture that shows the weather, etc? And then also make small group lessons I can conduct using the smartboard?

I started a new position as a sped teacher k-5. Its a smaller school and there are only 2 sped teachers. Is it normal for one teacher to be the one to write all the ieps AND provide ALL the pull out services for k-5- while the other teacher helps with progress reports and pushes into the classroom?? I was told, "I haven't written an IEP in years" so the sped coordinator is writing them for them. I have never seen this before. Im not going to lie- it does not feel fair. Any Advice? Or does anyone have a 2 person sped team and found a way that works well?

I’m a vet teacher but new to special education (high school). I’m not certified in special education and previously taught MLLs (multilingual learners) for a decade, but many of those jobs have been cut or destaffed. I needed to work and like all students, so I decided to try special education.

I still like the students, but the stress is unreal because of the paperwork and pressure. I feel
Largely unqualified to do this job because I don’t know the paperwork or even the general cycle or timeline of the year and what is supposed to happen when. Some of this paperwork I never even heard of before. Further, the district is having me take a special ed class they’ll pay for to build towards the cert, which requires about 20 pages of forms to apply for the class and program and was obviously due weeks ago but was busy drowning, I have to earn my special ed cert.

I’m not sure I even want this special ed cert when I’m bad at the job. I prefer teaching MLLs because I’m confident and know what I’m doing. I’m seeing how problematic it is to take a job outside your licensure area. “Learning by doing” is a brutal way to learn and honestly embarrassing by how incompetent I feel in this job.

I dislike coteaching because I’m treated like an aide by a co. She refers to it as “her class.” This co and I have very different classroom management styles and she always spends money on candy or things for students, and I feel she doesn’t like how I don’t “contribute”. I work for a wealthy school and district, they should be paying for things for students. I’m exhausted because she has no classroom management and is so concerned about being liked by the students, meanwhile she sees me as an aide as I drown in legally binding paperwork. I’m aware I come across as “serious” and “not fun” because I am serious and not fun. In prior teaching years, I was a fun teacher, but this is not it when I’m tripping over my own incompetence.

I feel pressure from my bio family because of the performance pressure. They like telling people their daughter teachers special ed. Ok but I’m not good at this job, I feel really unqualified for it, and I’m drowning. My goal is to make it to Christmas.

I have no joy in my life and spend all my free time working. I’m also a cancer survivor and I’m nervous how this all is impacting my health.

I honestly wish I had more options for employment. It was either this or retail as there were zero MLL jobs. I hope I didn’t make a mistake taking this job because it feels impossible. I try to remind myself I’m in a hard to full job most people wouldn’t want, teaching two different subjects pulled between two departments so a blend of that and also some self-contained.

Please give me any support or guidance. Thank you.

Hi everyone! Uh, this is my first time posting here. I didn't really know who else to reach out to and youtube wasn't giving me any clear cut advice. My school is taking a group of around 15 students to an NGO for a couple of hours to interact with children with intellectual/developmental disabilities. I would like to say I'm fairly good with kids, but I've never interacted or met one with special needs. So, with that being said, I've never done this before. What should I keep in mind? What are good ways to communicate, and what should I avoid doing? How do i interact with them? Are there any games I should plan from beforehand from my end(besides the one that's already been organized by my school)?

I would really appreciate any advice to build relationships and trust with the kids and create a safe space for both of us, but especially them.

I'm an elementary push in/pull out /SPED teacher and I think that we have too much work in our department. We of course teach and do paperwork, but they put so much work on our shoulders that we're literally doing other people's work because to them it makes more sense that one person is handling things, but they don't take into account they're burning us out. We have roughly 100 or so students that get services... I'm just over it. What are you responsible for on your campus? I have like 4 titles.

I’m working with students in a substantially separate setting - I was wondering if anyone had been to any professional development or training that really helped with your teaching or overall practices within the classroom - I’ve done AAC trainings and curriculum ones like ULS. I just want to do more/learn more? Maybe newer strategies, or even ELA/Math instruction, functional living skills? Thanks for the help/recommendations!

Just wanted to ask if what I’m feeling is normal. I’m a first year sped teacher in elementary school and feel like I have no idea what I’m doing. I keeping thinking why did this school hire me? They know I had alot to learn, and I’m willing to learn and I care about the kids. But there’s so much that I don’t know that I feel like I’m doing a disservice to the kids. My school said they’d get me caught up to speed on things but frankly I just feel like I don’t even know where to start. I also feel terrible constantly asking the other sped teachers for advice or help writing IEPs after school because I know they had their own life and caseload as well.

Im a first year Intensive Needs teacher and I just need to whine to people who understand.

How in the hell do we balance:

-multiple grades schedules (specials, lunch, recess)

-progress monitoring (some daily, some weekly, some monthly)

-state testing (I'm not allowed to offer the opt out and my kids have year long goals to sit at a desk for 15 minutes...)

-violent outbursts

-room clears

-elopement

-outside therapy schedules

-early out days

-professional development

-staff meetings

-Sp.Ed. staff meetings

-fire drills

-active shooter drills

-earthquake drills

-picture day

-mandatory "safe body" education that is grade specific and can't overlap and my different grades need to get the lessons separately

-parent emails

-Parent teacher conference schedules

-IEP days

-Daily behavior trackers

And still somehow teach academics and meet IEP minutes? Without any kind of set curriculum?

I'm loving teaching, but putting all of this in my calendar had me actually crying in my kitchen today. And this is only through October. I haven't had the nerve to look at November yet

Im a paraprofessional in classroom. The student that gave me a cut to my face last year is in my class. We have an elder occupational therapist that works with other students and he almost choked her. He had two be verbally and physically redirected. I put a chair in front of her so he can be blocked off. This is my second year at my behavior school. The same student that gave me the cut his pyshical aggression is punches, slaps, and scratches to the point of cuts. His aggressive behavior is high frequency. He spits a lot. We already had two paras quit in less than half a year of working with this student. One of them said hes getting stronger and taller. We are also almost to the point of being understaffed in the beginning of the school year and the para that works with this student is having a hard time getting a one to one. Im glad I have an interview on Sept 11.

1. If they put me with the student can I just tell them I dont feel safe with that student?
2. Should I leave my student and help if the OT is attacked?

Hi! I’m a first grade gen ed teacher with a student who was previously in a self-contained room since she was in Pre-K. She has autism and ADHD diagnoses. She transitioned over time last school year in kindergarten from the self-contained room to the gen ed room. The Gen Ed room had a teacher and paraprofessional, who describes herself as old school and also acted (in her words) practically as a 1:1 aide. First grade Gen Ed only has the homeroom teacher (me) in the classroom.

We’ve been in school one week, and that week has been considerably difficult. I’m unsure which behaviors are in her control and which are not. How much is in her control regarding vocal stimming, talking to herself, shouting out to herself, moving around the room, throwing things, etc? I haven’t been able to get clarity on this. I don’t want to set expectations for her that are unattainable and ableist. I also value her education and want to set clear boundaries and goals that she can attain. Her IEP is vague and doesn’t provide specifics with behavior.

Here are behaviors I’m struggling with:

She is running back and forth throughout the room and taking loose parts (manipulatives, stuffed animals, school supplies, etc) out to play with them.

She is yelling 9/10 of the time we are in the classroom with an “outside” voice. Sometimes her yelling is happily singing and blurting out to herself. Sometimes it’s screaming out in frustration or when asked to do a non-preferred activity. Sometimes it’s vocal stimming. Regardless, I am so overstimulated (also neurodivergent myself) by the end of each day, and we are not allowed to wear Loops or noise-dimming headphones.

When I give two positive choices and ask her to pick one, she ignores me 4/5 times. When I offer a fidget and model how to use it quietly, she throws it in the air or puts it in her mouth. When I tell her no and stay firm or say no/stop, she usually ignores me unless I threaten to call the office/mom. In those instances, she screams back at me at the top of her lungs, and the other students cover their ears. I always follow through because I want to mean what I say, but calling the office/mom just to do literally anything doesn’t seem appropriate for her or any student.

I have not had any luck with sticker charts, sand timers (3 minutes of following direction in one of two places she chooses, then immediate fruit snack reward and 3 minute break of free play). She’s thrown the sand timers, refused to leave the play, slapped/snatched/pried fidgets out of my fingers after break was over, etc. She doesn’t care about stickers.

I tried to do what the paraprofessional and her kinder teacher advised, taking 3 minutes of her recess to work together on work not done in class, and she spat on me during that time. I felt unsupported by admin and her mom afterwards.

Please feel free to be critical. What am I doing wrong?

hello everyone! Im a Canadian teacher in ontario who teaches in a learning & life skills class (LLS). I have 10 students in my class who range in age from Grade 4-8, their abilities also range just as much! I work on skills to improve their basic literacy, functional math, life, social and self-reg skills. if you've taught something similar, I would love to know fun things you have done with your students. for example, one of the things I work on is identifying personal information, where they live, phone number, etc., but I’m stuck in a rut and we only practice through filling in paper copies, filling Google forms, and doing interviews. any ideas you may have for any part of my programming would be so appreciated!

Hey everyone! My wife is a severe special ed teacher, and I want to put together a little back-to-school basket for her before the school year starts.

I’m thinking a mix of useful classroom stuff, snacks/coffee, and things she can enjoy after a long day. I’d rather get things she’ll actually use/appreciate instead of just filling it with random teacher supplies.

For the severe special ed teachers here — what are some things you would absolutely love to get in a back-to-school basket? Anything you’ve received that was surprisingly useful or thoughtful?

Thanks! Trying to spoil her a little before the craziness starts 😂❤️

Soo The teacher is suppose to be absent tomorrow and I am left with 100% of the push in responsibilities for the AM shift.

So my shift starts at 8:30 and ends by 12.
I might be overreacting to this but please tell me if this is realistic as a part time resource assistant?

She wants me to push into 7 classrooms w/ more than one student
And one being severely disabled.
I have to go to this classroom 2x to complete 60min for the day.
That’s 210 minutes while my shift is only 3.5hrs 🫣
It seems like a burnout to me.
I feel like it gives me no time for transitions, data collection etc
😩

Hi everyone! This is my first post and question here.

I'm a special education teacher in Hungary, and I'll start working this September in four different villages (as a travelling sped teacher). I'll take care of kindergarteners, elementary and middle schoolers with learning disabilities. The kindergartens are seemingly in good condition; the children and I will have enough space and time to have a great experience and actually help their development.
However, colleagues warned me that the schools I'm going to go to will be different. I have way too many children in an extremely short time span, so my only choice is to get them in larger groups (5-6 people per lesson). This wouldn't be a problem alone, but as I heard, we'll be shuffled into school storage closets, and the principals won't let me take kids out of classes in the morning.

This means that I'll have to try and get something meaningful out of a group of dead-tired tween children at 3 in the afternoon, who have already had 7-8 classes before mine. A colleague told me that some of them even cried from fatigue at these classes sometimes. Sadly, I can't change any of the environmental drawbacks, so I'd love to make these lessons as bearable and enjoyable for the poor students as I possibly can.

Do you have any ideas on how I could do that without being too much for them? They're at an age where they aren't motivated by a lot of things, and I also plan to ask them, but I don't want them to feel like I'm too pushy and annoying.

Thank you for the answers!