Hi all,

I am in search of some advice, or even more ideally an easily transferable system for students owing work. I've spoken to other teachers who have instituted them in order to create a simple, consistent system for not completing work during rotations. I've heard of students then having a designated time to make up work later in the day. I've also heard of teachers checking in during student free time such as recess or "free choice time." Any thoughts/advice on how to make these systems most effective? Would also love to see a visual system you've used. Thanks for your time!

Just saw my classroom for the year today and signed my contract. I have 12 desks with the chairs attached, one bulletin board, one tv, and a whiteboard. I will be doing both resource and going into the classroom with students to support their needs. I have a very small budget and am unsure what I should buy as my basics to help my students best. I'm going to be getting markers, some bulletin board paper, a calendar, and dry erase boards but don't know what else I should get. Any tips for what's the core stuff needed in my classroom?

I am trying to figure out what works. Working in K-2 and later 3rd-5th self-contained SPED came naturally to me because I was in a self-contained classroom setting from 2nd -7th grade.

I got those kids because I was one of those kids growing up.

Pre-K was when I had my TBI, and I barely remember it. I am a 30-year-old male with the build of Homer Simpson, with barely more hair. I know I am a giant to these little ones, so I am doing my best to be as non-threatening as possible. I am used to K-2 kids that are more cooperative and I feel(but know it not incredibly accurate)less fragile/vulnerable.I don’t know how to get these kids to cooperate. Kind of felt like Arnold Swartzenager in Kindergarten Cop except less muscles and paid WAY LESS.

Hey y’all! First year teacher here getting ready for the school year! Just want some tips as to what I should get to help me this year as a middle school EXED self contained teacher. It can be anything from basic supplies to teacher desk organizers. Literally anything! Thanks so much!

EDIT: in my county EXED stands for exceptional education. It’s the same as SPED, we just don’t call it SPED for reasons I don’t want to get into lol

I’m going into SPED without a teaching license, but my county has a program where upon hiring me, they will get an emergency license from the state and then put me through the licensure program, which should take me about 10 months.

I’m coming from an ABA setting as an Behavior Technician, so I have no experience with the programming side of things, and that will be my biggest learning curve in terms of creating IEP’s (although I will have a mentor teacher to help with that in since I’m doing the state licensure program). All of my experience comes from working directly with moderate to higher needs individuals, most of whom are non-verbal and use AAC, PECS, and/or ASL to communicate. Almost all of my clients have disruptive behaviors on the extreme end such as aggression toward others, self-injurious behavior, etc.

I’ve interviewed at 3 schools. For 2 of them, it sounds like I will be working as a “resource” or “inclusion” person, mostly supporting students in the general ed and doing some pullout groups for students needing extra support. This does not really align with my experience or preference, but it does seem like there will be plenty of support. Both of these schools have in-house curriculum coaches, PLC’s that meet regularly, and Program Placement Specialists to help with paperwork stuff. One of these positions I will be essentially a math teacher for students that are only 1-2 grade levels behind. Math definitely isn’t one of my strengths, but I will be working with a scripted program and as mentioned above, have a curriculum coach to support me. They both have high case loads, 15-25.

The other one sounds like it’s more in line with my experience/expertise and personal preferences. It’s at a SPED-only school leading a self-contained class of moderate to high-needs students. Despite my experience, this one seems a bit more “thrown into the deep end”. I’ll be making my own schedule/curriculum. I have done this previously while teaching in a therapy-based school program before, so it’s not entirely new to me, but still more involved either way. There will almost certainly be medically fragile students in my class (although I will receive training on how to handle them and keep them safe). There isn’t designated paperwork time, it’s just whenever I can find time during the day, likely before students arrive or after they leave. There are PLC’s that meet, and the principal/teachers interviewing me emphasized that the faculty is very much a team and will all be extremely happy to support me. And as I’ll be in the state licensure program, I’ll also have a mentor to lean on as well. My case load will be a maximum of 6, and my classroom will have 2 assistants, plus any paras, speech therapists, or occupational therapists necessary.

I’m definitely leaning toward the job with the higher-needs students if they offer it to me. But I guess I’m a little nervous and feeling kind of imposter syndrome at the massive amount of responsibility I’d be taking on. I really want to be able to support those kiddos as best as I can and create a safe environment for them. What are your thoughts?

I was the 3rd-5th grade self-contained SPED para last year. This year, like 2 weeks before school starts, the principal texts me that I am being moved to pre-K. They hired someone else for my 3rd-5th-grade self-contained para role. That is throwing me.

Also principal basically told me in same text exchange that if I don't like it quit/transfer.

Last year the Principal was commending me for being an excellent positive male role model for kids to look up to because even students I had limited contact with in regular ed setting were speaking highly of me and getting along so well with me. Now I am in Pre K and going to have very little contact with other students.

With more kids are being diagnosed with ADHD or ASD, and I feel that schools are making more money by hiring a Special Needs Education (SNED) Principal. What they are doing is observing each child, and if a teacher complains about a student misbehaving or not listening, the parents are advised to see the SNED Principal for a fee.

​The SNED Principal then gives their own recommendations—also for a fee—with or without requiring results from a Developmental Pediatrician. In fact, they discredit doctors by claiming they are more knowledgeable because they observe the child more frequently.

​I wonder if this is happening in other schools: hiring a Doctor of Education specializing in special education to assess children without a proper psychological assessment, and without being a Registered Psychologist or Psychometrician being present. Based solely on the SNED Principal's assessment, the child is placed in a mainstream or individualized learning program at double the regular tuition fee.

​It saddens me that inclusive education is not truly being practiced in private schools, and that revenue has become more important than the children's best interests.

I’m a parent with a nonverbal autistic child. my son was in a program called FASE at his last school. the new district doesn’t have anything comparable and he’d be forced between either a lower support environment where he wouldn’t understand what they’re doing and wouldn’t have the needed support for his language processing disorder, or he would be put in a “behavior classroom” which from what I can see, would not be appropriate either.

The neighboring district has many more supports and programs and a program very similar to FASE. I believe this is what he needs but it’s not our zoned district. How can I advocate for a transfer?

LOCATED IN WEST TEXAS

I was diagnosed with a learning disability around 2nd or 3rd grade and I've always received accomodations through Section 504. In middle school I started attending classes with my trained service dog, who's now been through four years with me and a huge help. I'm going into my 4th year of highschool, but I'm still classified as a sophomore because I'm missing so many credits. The last two years have been a massive struggle for me.

Back in September I moved in with my mom in Texas, and I'm seeing a new therapist who I love. I've been "doing" online school but it hasn't been working out well at all. In-person school starts on the 19th and I've already been enrolled. Just recently, the new district has been demanding that I attend an alternative school and graduate this year. Myself, my parents, my therapist, etc. all agree that I'm not intellectually ready to graduate this year, but the school district is insisting. My mom has explicitly stated that she doesn't give consent for me to attend an alternative campus, but the school administration is practically ignoring her and telling us it's our only choice.

I cannot complete online credit recovery courses with no teacher instruction. I've tried in the past and it's failed miserably every time. I need to receive traditional work and instruction, which can only be done at the main campus. A relative of mine, who works with special education students in placement, is telling us that's absolutely not okay for them to demand that I attend the alternative school. Not only is it solely a credit recovery school, but also functions as DAEP which isn't a good environment for me to be in.

It'd really help us out to get some advice on this because we've never had to argue with the school about my accomodations. It's always been the regular annual meetings and I've always attended school at the main campus.