Special Education Teachers Chatboard

Join Teachers.Net

Chatboards

Recent Groups

Special Ed

MEMBERS

28 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Special Education Teachers Chatboard

Verbal ability questions and answers

by Mydearstudent

Nov 23, 2016

Practicing Verbal ability questions and answers from Mydearstudent website will make every student to clear all language related exams and give confidence to overcome their language problems. Verbal ability questions and answers will explain all types of language concepts in an easy and understandable manner. The complexity of the language can be r...See More

Comment

report post

Logical Reasoning Questions and Answers

by Mydearstudent

Nov 23, 2016

Free logical reasoning questions and answers from many competitive exams will be discussed in Mydearstudent. Logical reasoning is a important task for all students to overcome in many educational situations. Logical reasoning will definitely test every student's brain speed and decision making capacity. In mydearstudent website there are many Reaso...See More

Comment

report post

Can anyone help me answer these questions about Special Ed?

by Katie Liz

Nov 21, 2016

Name of Teacher: ____________________ School:_________________ Grade: _____________ Purpose: To assist future teachers with gaining greater understanding and insight into the expectations and responsibilities toward children with Special needs. (Student, please note that in the absence of accurate responses from the teacher you interview, it is yo...See More

Comment

report post

Paras

by Muffin39

Nov 20, 2016

How do you handle Paras who are very weak? I teach a self contained ASD class and have a couple of paras who have zero experience with students with the level of needs I have in my class. They cannot handle or tolerate the challenging behaviors my students exhibit, and as a result, I spend my day running from one student to another, "putting o...See More

Comment

(1)

report post

Kathy I taught students with sever disabilities for 36 years, retired, then subbed. Last year I was in a primary autism classroom as a long term sub. I assigned, with the help of the autism team, each para to a station. I also took a station. We only worked 10 minutes at each station. The paras were assigned according to their strengths. It worked well. ...See More

Nov 21, 2016

report post

Teacher role in RTI

by Tu Tran

Feb 12, 2016

I am currently in the program to get my teaching credential. I need help answering these questions. Please help! 1/The criteria and distinguishing factors of RTI level one, RTI level two, and RTI level three; 2/Examples of and how RTI level one, RTI level two, and RTI level three are administered to students; 3/How the classroom teacher records and...See More

view previous comments

Stew On 2/12/16, Denise wrote: > On 2/12/16, Tu Tran wrote: >> I am currently in the program to get my teaching credential. >> I need help answering these questions. Please help! >> 1/The criteria and distinguishing factors of RTI level one, >> RTI level two, and RTI level three; >> 2/Examples of and how RTI level one, R...See More

Nov 21, 2016

report post

Stew I would have been glad to help you. I hate teachers such as the ones on this thread who have answers and refuse to help. They remind me of the old disgruntled veterans at my school who have the knowledge and don't want to share because they had a hard time themselves. We as teachers should help one another. I am never wrong about this one; the but...See More I would have been glad to help you. I hate teachers such as the ones on this thread who have answers and refuse to help. They remind me of the old disgruntled veterans at my school who have the knowledge and don't want to share because they had a hard time themselves. We as teachers should help one another. I am never wrong about this one; the butthole teachers that do not like to collaborate and help out their fellow teachers are usually buttholes to the children that they serve. I was always taught to ask for help when I need it. Somebody out there is always willing to help. Just so you know , this assignment gives the instructions of asking a teacher for the answers instead of researching in a text. It's called an interview . If you don't want to help then shut your piehole and find another post to *itch about.

On 2/12/16, Denise wrote: > On 2/12/16, Tu Tran wrote: >> I am currently in the program to get my teaching credential. >> I need help answering these questions. Please help! >> 1/The criteria and distinguishing factors of RTI level one, >> RTI level two, and RTI level three; >> 2/Examples of and how RTI level one, RTI level two, and RTI >> level three are administered to students; >> 3/How the classroom teacher records and interprets >> information from the RTIs; >> 4/How the RTI information is used in making eligibility, >> program and placement decisions for individuals with >> exceptionalities; and >> 5/Strategies in communicating RTI results to various >> stakeholders. > > > Read up on it there is lots of information out there. Your > asking for a lot of help..

On 2/12/16, Denise wrote: > On 2/12/16, Tu Tran wrote: >> I am currently in the program to get my teaching credential. >> I need help answering these questions. Please help! >> 1/The criteria and distinguishing factors of RTI level one, >> RTI level two, and RTI level three; >> 2/Examples of and how RTI level one, RTI level two, and RTI >> level three are administered to students; >> 3/How the classroom teacher records and interprets >> information from the RTIs; >> 4/How the RTI information is used in making eligibility, >> program and placement decisions for individuals with >> exceptionalities; and >> 5/Strategies in communicating RTI results to various >> stakeholders. > > > Read up on it there is lots of information out there. Your > asking for a lot of help..

On 2/12/16, Denise wrote: > On 2/12/16, Tu Tran wrote: >> I am currently in the program to get my teaching credential. >> I need help answering these questions. Please help! >> 1/The criteria and distinguishing factors of RTI level one, >> RTI level two, and RTI level three; >> 2/Examples of and how RTI level one, RTI level two, and RTI >> level three are administered to students; >> 3/How the classroom teacher records and interprets >> information from the RTIs; >> 4/How the RTI information is used in making eligibility, >> program and placement decisions for individuals with >> exceptionalities; and >> 5/Strategies in communicating RTI results to various >> stakeholders. > > > Read up on it there is lots of information out there. Your > asking for a lot of help..

Nov 21, 2016

report post

Band Inclusion????

by Luas

Oct 19, 2016

I have a parent that wants her kid to do band in middle school. I do feel that this child couldn't be successful, due to his IEPs and handicapping cond. The band requirement has a long list of what to do's... Although, the band director is willing to work with us, I do see this child not succeeding in band. He is usually, out of his desk, taking of...See More

Comment

(7)

report post

view previous comments

AM(original one) Kathy and MacQ thank you so much for your input on this
thread.

On 10/20/16, MacQ wrote:
> You said it very well. A friend and I were having a
> similar discussion after seeing a meme on FB. We had a
> saying when I first started teaching students with
> significant disabilities. It was "Go with the least<...See More

Nov 12, 2016

report post

Kathy I am now only semi-retired. I did sub last year and some this year, but needed a knee replacement. Shortly after taking a long term sub in a friend's second grade room, I was told of a .5 resource position for a student who just didn't quite fit anywhere. He was in another friend's class at my old school. They had tried a higher level self-containe...See MoreI am now only semi-retired. I did sub last year and some this year, but needed a knee replacement. Shortly after taking a long term sub in a friend's second grade room, I was told of a .5 resource position for a student who just didn't quite fit anywhere. He was in another friend's class at my old school. They had tried a higher level self-contained room, but that didn't work because, (my most I favorite excuse) he was "too low". I am now teaching him 3 hours a day. He still gets life skills and Science and Social Studies in his self- contained room. I do all of his IEP programming. He is amazing. My goal is for him to move to a less restrictive self-contained room next year. I know he can do it. Kathy On 11/12/16, AM(original one) wrote: > Kathy and MacQ thank you so much for your input on this > thread. > > > > On 10/20/16, MacQ wrote: >> You said it very well. A friend and I were having a >> similar discussion after seeing a meme on FB. We had a >> saying when I first started teaching students with >> significant disabilities. It was "Go with the least >> dangerous assumption". In other words, look at the >> student, determine strengths, then come up with a plan >> for the student to be successful. I am so tired of >> professionals who are in special Ed looking at what the >> child cannot do or has difficulty with, and saying "the >> student can't" or "the student will nevere" without >> putting supports in place to help that student to be >> successful. I subbed in a primary autism classroom last >> year for 3 1/2 months. I asked when they worked on the >> special edcurriculum. I was told by the lead para >> (studying to be a special ed teacher) that the students >> functioned like 12-18 month olds and/or had behaviors >> that needed to be controlled before they could learn. The >> teacher actually told him that. After reminding him that >> stiudents needed to be verbal to test higher and that >> autism is a communication disability, I started doing >> academics with them. Most flourished and behaviors >> decreased significantly for all but one student. However, >> even that student was identifying letters, numbers, and >> simple sight words by the end of the 3 1/2 months. So, >> never say never. Give the students chance to shine. Kathy >> >> >> On 10/19/16, MacQ wrote: >>> On 10/19/16, Denise wrote: >>>> On 10/19/16, Luas wrote: >>>>> I have a parent that wants her kid to do band in >>>>> middle school. I do feel that this child couldn't be >>>>> successful, due to his IEPs and handicapping cond. The >>>>> band requirement has a long list of what to do's... >>>>> Although, the band director is willing to work with >>>>> us, I do see this child not succeeding in band. He is >>>>> usually, out of his desk, taking off at times and >>>>> rules usually do not apply to him. Some of his >>>>> behaviors are; anxiety, sensible to sounds, >>>>> noncommunicable and likes to get out of class, at >>>>> times... Any advice will be welcomed. >>>> >>>> How sad the parent is out to lunch on this.. >>> >>> I had my share of SpEd kids during my 25 years as a >>> public school band director/teacher. My advice? Change >>> your attitude and give the kid positive, meaningful >>> supports; who knows what could happen? >>> >>> MacQ - Certified K-12 Music, K-12 Exceptional Education, >>> Institutional Administrator

Nov 14, 2016

report post

Bullying Perceptions Survey

by Hannah

Nov 11, 2016

Researchers at Binghamton University are looking for educators and other service providers for individuals with special needs to take an online survey about bullying in children with and without Autism Spectrum Disorder. This study has been approved by the Institutional Review Board (IRB). The survey will take up to 40 minutes to complete, and part...See More

Nov 10, 2016

where should I list my resume to find a job?

Comment

(1)

report post

tina On 11/10/16, Ryan Suminski wrote: > where should I list my resume to find a job? Find the schools that have special needs units or autism units and physically drop your resume off to them. That has been the best option for me.

Nov 10, 2016

report post

What is it like being SPED teacher

by Alicia

Nov 1, 2016

I could really use some insight if anyone is willing to take the time to answer a few questions. I am currently pursuing a graduate degree in teaching and have questions!

I am wondering what the big responsibilties and concerns for a sped teacher are, how many students are you responsible for, how much time do you spend with student and ho...See More

Comment

(1)

report post

LB Alicia,

You get out of the job, what you put into it. You'd be surprised how many therapists have come into my spec. ed. room and commented how my students were working, and that I'm not "babysitting".

I will tell you that each spec. ed. room is different because of the different spec. ed. classifications. You may have s...See MoreAlicia,

You get out of the job, what you put into it. You'd be surprised how many therapists have come into my spec. ed. room and commented how my students were working, and that I'm not "babysitting".

I will tell you that each spec. ed. room is different because of the different spec. ed. classifications. You may have students who are high functioning, but cognitively won't be able to compete with gen. ed. You may have students who are mute, like I have, physically impaired, emotionally disturbed (who can get violent - like I have), and those you can't seem to reach for academic progress no matter what you do. One lesson plan does not fit all!

I have 8 students to 2 teacher ratio. I'm the Intervention Teacher and I have a paraprofessional who is great.

I have so many mini groups, and it's lots of work. I have found, however, that I'm able to get more data for my IEP documentation. No matter what you teach them (and it has to connect to your state's standards), always find a way to relate it to how they do or will use it in daily life, particularly for future employment.

Make sure you learn a research based method for reading instruction. Have lots of math manipulatives. Provide opportunities for whole group, small groups, partner, and individual work. Keep them engaged, provide structured routines, with clear and specific expectations. Tell them what you WANT them to do and achieve. If they do anything different, remind them of the expectations. Post expectations in the classroom with pictures. Get used to putting pictures up for their cubby areas, location of supplies, etc. because if you have a child who can't read, they can participate using the pictures/ symbols.

Too much to tell in one email. I wish you were nearby, I'd invite you to my room!

Every class is completely different from the one before. You will never be bored, but will be tired, and internally rewarded.

On 11/01/16, Alicia wrote: > I could really use some insight if anyone is willing to take > the time to answer a few questions. I am currently pursuing > a graduate degree in teaching and have questions! > > I am wondering what the big responsibilties and concerns for > a sped teacher are, how many students are you responsible > for, how much time do you spend with student and how much > time do you spend doing paperwork? How do you evaluate > students? what is the most rewarding part of your job? and > do you have any advice for me? > > in advance I thank you for taking any time helping me out, > it means more than you know.

Nov 2, 2016

report post