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Special Education Teachers Chatboard

Questionnaire: Male SPED Teachers!

by lindsay126

Jun 19, 2015

Hi! My name is Lindsay and I am a general education teacher with experiences teaching basic skills and resource. I am currently working on an Action Research Project for my Inclusive Education graduate program. I am trying to collect data to answer the question, why are male teachers interested in teaching special education? If you are a male speci...See More

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Suggestions Please

by Rita Futrell

Jun 17, 2015

Hello, I am new to this group. I teach at a community college and am interested in finding ways to help my students that received special education at the high school level be more successful. We do have an ADA counselor that students can see to determine if they are eligible to receive any services. The only modification I have ever been given for...See More

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Betty Ann Many colleges, especially community colleges, offer some free tutoring or academic assistance. If yours does, make sure that you let your students know where and when help is available. You could put that sort of information on your syllabus, on your website, on a poster in your classroom. Oh, and let students know about your office hours (I know m...See MoreMany colleges, especially community colleges, offer some free tutoring or academic assistance. If yours does, make sure that you let your students know where and when help is available. You could put that sort of information on your syllabus, on your website, on a poster in your classroom. Oh, and let students know about your office hours (I know most college professors have them--and what they are for.)

You could encourage students to exchange contact information.

You could post links to helpful websites on your website.

If there is any sort of academic assistance department, you could invite them to speak briefly to your classes to inform students of available services.

You can have student-friendly policies about recording discussions or taking photos of the white board/smartboard.

You could use exit slips and ask students on their way out of class to write one thing they understood well from class--and one question they still have (or variations on this).

You can encourage students to form study groups.

Ask students what they need in order to be successful. Many actually know.

On 6/17/15, Jenn LaRosee wrote: > I think it depends on what you teach, and many of these > may be common already. Providing copies of any notes > students would take would be a suggestion that goes > across subjects. Let students know at the beginning of > the semester the due dates for all papers, projects, etc, > and encourage/require them to demonstrate that they > have reached specific milestones in each assignment, so > that you know they are not waiting until the weekend > before to begin the term paper! Choosing textbooks, > when possible, that have audio versions can also help > students who may still struggle with reading. Allow > students to demonstrate their learning in multiple ways - > discussions, projects, regular assessments, hands-on > activities, etc., will allow students with different strengths > to show you what they have learned. If you require term > papers, allow students to meet with you prior to handing > it in so you can review their papers and provide > suggestions for what they need to add/edit in order to > earn a specific grade. Use rubrics with your expectations > spelled out so students can estimate ahead of time what > grade they will be earning. Possibly, weight content over > mechanics and spelling when grading, though with > technology today many students hopefully are already > spell-checking their work. > I hope these help! > Jenn > > > On 6/17/15, Rita Futrell wrote: >> Hello, I am new to this group. I teach at a community >> college and am interested in finding ways to help my >> students that received special education at the high > school >> level be more successful. We do have an ADA > counselor that >> students can see to determine if they are eligible to >> receive any services. The only modification I have ever >> been given for a student is to allow extended time. > Does >> anyone have any suggestions?

Jun 17, 2015

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Rita Futrell Thank you. We do have some of these already in place, but others I will work on implementing in the upcoming semester.On 6/17/15, Betty Ann wrote: > Many colleges, especially community colleges, offer some free > tutoring or academic assistance. If yours does, make sure that > you let your students know where and when help is available. &g...See MoreThank you. We do have some of these already in place, but others I will work on implementing in the upcoming semester.On 6/17/15, Betty Ann wrote: > Many colleges, especially community colleges, offer some free > tutoring or academic assistance. If yours does, make sure that > you let your students know where and when help is available. > You could put that sort of information on your syllabus, on > your website, on a poster in your classroom. Oh, and let > students know about your office hours (I know most college > professors have them--and what they are for.) > > You could encourage students to exchange contact information. > > You could post links to helpful websites on your website. > > If there is any sort of academic assistance department, you > could invite them to speak briefly to your classes to inform > students of available services. > > You can have student-friendly policies about recording > discussions or taking photos of the white board/smartboard. > > You could use exit slips and ask students on their way out of > class to write one thing they understood well from class--and > one question they still have (or variations on this). > > You can encourage students to form study groups. > > Ask students what they need in order to be successful. Many > actually know. > > > > On 6/17/15, Jenn LaRosee wrote: >> I think it depends on what you teach, and many of these >> may be common already. Providing copies of any notes >> students would take would be a suggestion that goes >> across subjects. Let students know at the beginning of >> the semester the due dates for all papers, projects, etc, >> and encourage/require them to demonstrate that they >> have reached specific milestones in each assignment, so >> that you know they are not waiting until the weekend >> before to begin the term paper! Choosing textbooks, >> when possible, that have audio versions can also help >> students who may still struggle with reading. Allow >> students to demonstrate their learning in multiple ways - >> discussions, projects, regular assessments, hands-on >> activities, etc., will allow students with different > strengths >> to show you what they have learned. If you require term >> papers, allow students to meet with you prior to handing >> it in so you can review their papers and provide >> suggestions for what they need to add/edit in order to >> earn a specific grade. Use rubrics with your expectations >> spelled out so students can estimate ahead of time what >> grade they will be earning. Possibly, weight content over >> mechanics and spelling when grading, though with >> technology today many students hopefully are already >> spell-checking their work. >> I hope these help! >> Jenn >> >> >> On 6/17/15, Rita Futrell wrote: >>> Hello, I am new to this group. I teach at a community >>> college and am interested in finding ways to help my >>> students that received special education at the high >> school >>> level be more successful. We do have an ADA >> counselor that >>> students can see to determine if they are eligible to >>> receive any services. The only modification I have ever >>> been given for a student is to allow extended time. >> Does >>> anyone have any suggestions?

Jun 18, 2015

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Considering SPED

by Christy

Jun 14, 2015

Hi everyone!

As the title says,I am considering going back to school for my Masters in SPED. I have a BS in healthcare admin and dislike my current job as a medical biller. I was in a BA in SPED program but was forced to quit because my husband is military and got orders to Germany. My school would not let me continue while overseas, so I ...See More

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Beth Special Needs Loving kids is only part of what you will need to be happy and successful as a SPED teacher. You also need to love teaching and strategizing and working with other adults. You will need to be able to be sustained on the smallest successes and not be discouraged by repeated failure. You will need to be able to deal with poop, puke and snot on a dai...See More

Jun 17, 2015

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Kathy One of the main reasons I retired at the end of this past school year was due to testing and endless mounds of paperwork. I was doing monthly pretests and posttests on my all of my students. Testing was done on a month to month basis. I did benchmark testing three times during the school year on each student, again on a 1:1 basis. I had 5/6 of my s...See MoreOne of the main reasons I retired at the end of this past school year was due to testing and endless mounds of paperwork. I was doing monthly pretests and posttests on my all of my students. Testing was done on a month to month basis. I did benchmark testing three times during the school year on each student, again on a 1:1 basis. I had 5/6 of my students have three year re-evaluations, as well as doing IEPs on all 6. I managed three paraprofessionals and a 1:1 nurse. I had to juggle programming with therapists and special teachers (Vision and Hearing). I had to learn a new curriculum and implement it with rigor. I wrote individual lesson plans on each student every single day. I sent communication sheets home every single day. I was going to work at 6:00 a.m. and leaving at 3:30 p.m. or later. I worked on paperwork at home. What kept me going is that my students learned. They learned a lot. Four of the six were reading simple text and answering simple multiple choice questions. All were nonverbal. I was exhausted. Looking back now, 2 weeks into retirement, it was worth it. If you are ready for these challenges and the challenges Beth brought up, go into special education. Kathy

On 6/17/15, Beth Special Needs wrote: > Loving kids is only part of what you will need to be happy and > successful as a SPED teacher. You also need to love teaching > and strategizing and working with other adults. You will need > to be able to be sustained on the smallest successes and not be > discouraged by repeated failure. > You will need to be able to deal with poop, puke and snot on a > daily basis. You will have to watch as a child goes through a full > meltdown, keeping him and others safe and then when it is > over, wash his face, dry his tears and get him right back on > task because you have to show him the center holds even in the > midst of his worst storms. > You will have to put up with low-expectations of parents and > other professionals and yet continue to hold the highest > expectations for your students.. > You will go home exhausted, sometimes heartbroken, > sometimes physically battered and wake up the next day with > renewed hope. > Your kids will reduce you tears of laughter and break your > heart daily. You will think about them at random times on > weekends and holidays and wonder if they are okay. > If that sounds appealing to you, you will love SPED. I know I > wouldn't trade it for the world! > >> We return to the states in a year and I would like to >> pursue my masters. Is SPED a good career choice? I >> love children (I have 3 of my own) and I already have a >> semester of Ed classes and student teaching under my >> belt. Do you enjoy your job? I guess I am just looking for >> reassurance! >> >> Thanks to all who give me advice!

Jun 18, 2015

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Transition Services

by Denise Russell

Jun 5, 2015

I will start teaching Transition Services in August. The course focuses on postesecondary/training, Career Development and Independent Living. I have been looking for curriculum (free of course) but I am really struggling to find Project Based Learning activities that align to these areas. Does anyone have any suggestions?

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ARC, Special Olympics. Waiver services for your state. City On 6/05/15, Bob Rose wrote: > On 6/05/15, Denise Russell wrote: >> I will start teaching Transition Services in August. The >> course focuses on postesecondary/training, Career >> Development and Independent Living. I have been looking for >> curriculum (free of course) but I am really struggling to >> find Project ...See More

Jun 5, 2015

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Rita Futrell On 6/05/15, ARC, Special Olympics. Waiver services for your state. City wrote: > On 6/05/15, Bob Rose wrote: >> On 6/05/15, Denise Russell wrote: >>> I will start teaching Transition Services in August. The >>> course focuses on postesecondary/training, Career >>> Development and Independent Living. I have been l...See More

Jun 17, 2015

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english

by aminath

Jun 13, 2015

hi!I'm teaching english for sen .how to improve their voccablary

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Bob Rose On 6/13/15, aminath wrote: > hi!I'm teaching english for sen .how to improve their > voccablary

If kids can handwrite in the English language fluently, then they'll have no trouble speaking it. But to write it, they first must be fluent at writing the alphabet. That takes practice to get up to 40 letters per minute, but it is worth ...See More

Jun 13, 2015

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Betty Ann To Bob Rose--

Following your logic, how in the world do young children, who cannot write at all, learn to understand and speak words?

On 6/13/15, Bob Rose wrote: > On 6/13/15, aminath wrote: >> hi!I'm teaching english for sen .how to improve their >> voccablary > > If kids can handwrite in the English language...See More

Jun 14, 2015

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First year teacher (new career after military retirement)

by Kathy Johnson

Jun 9, 2015

Hello, my field of expertise is electronics and computer maintenance. In these fields of study there are a lot of obstacles for special education students as well as many opportunities for them as well. Being that this is my first year teaching high schools students and some with special needs, I’m hoping to find some advice from more experienced...See More

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Kathy Johnson Thanks for the tips. I really like where you are going with the ticket idea. We have discussed something similar to that in our new teachers orientation but it sounds more plausible when put into a working context.

On 6/09/15, Kathy...Ignore any post by Bob Rose wrote: > > He's going to try and sell you on his reading program by >...See More

Jun 9, 2015

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Kathy Johnson Great information Coyoteboy, I really appreciate this information. I'll check it out. The more I learn about ADHD/ADD the more I can relate to my kids in class. Thanks so much for your input.

On 6/09/15, coyoteboy wrote: > There's an awesome book called "Picture This: Visuals and > Rubrics to Teach Procedures, Save Your Voice, a...See More

Jun 9, 2015

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Officially Retired

by Kathy

Jun 7, 2015

Hi all, I've been staying away because this past year has been very challenging and I didn't want to get ripped to shreds for venting. So, here's the good news. I did survive the year. Four of my six students became beginning readers. (Bob Rose, they cannot write the alphabet, either, due to their physical disabilities. Amazing isn't it?) They have...See More

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Hey, Bob... Any suggestions for a student who has no fingers (because he has no forearms)? On 6/07/15, Bob Rose wrote: > Kathy, > > Most kids diagnosed with "learning disability" have the > congenital Reverse Position Sensation (google it) syndrome, > and many can't learn to write fluently unless they first use a > "remediation...See More

Jun 8, 2015

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mrsd How does that apply to students with severe/profound mental and physical disabilities?

On 6/08/15, Hey, Bob... wrote: > Any suggestions for a student who has no fingers (because he has > no forearms)? > > > On 6/07/15, Bob Rose wrote: >> Kathy, >> >> Most kids diagnosed with "learning disability" ...See More

Jun 9, 2015

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First year teacher (new career after military retirement)

by Kathy Johnson

Jun 9, 2015

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functional skills curriculum

by Michael Bucci

Jun 4, 2015

Hello, I am a teacher of students with severe disabilities and I am interested in developing a functional skills curriculum. Many of my students do not use symbolic communication. Instead, they use behavior, ie. reaching, vocalizations. I would like to share ideas with other teachers who have students who fit this description,

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Inclusive Settings good for EVERYONE??

by Kristin P

Apr 19, 2015

The district that I work in is pushing to put most of our SPED students in inclusive settings for the 2015-16 school year. Some of our students, who can barely handle a self- contained special education setting, are being placed in General Ed settings next year and my heart breaks for them. One of my students has severe anxiety issues and gets very...See More

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Mary-Lorraine That is the time when the IEP team meets again to discuss whether this placement is truly the least restrictive for this child. Is the child progressing towards his/her IEP goals? Yes, the team attempted this setting with as many supports a possible. If it is not working, it is time to look at something a little more restrictive/supportive.
...See MoreThat is the time when the IEP team meets again to discuss whether this placement is truly the least restrictive for this child. Is the child progressing towards his/her IEP goals? Yes, the team attempted this setting with as many supports a possible. If it is not working, it is time to look at something a little more restrictive/supportive.

On 5/01/15, SPED teacher in TX wrote: > Two big problems with inclusion for all: > > (1) I think most people have already said it: some people > simply will not succeed in the general ed setting with the > prescribed curriculum. Someone who can barely add is going > to reach the frustration level very quickly in Algebra I. > They will either skip, sleep, act out in class, or ask to > go to the restroom every 5 minutes because they want out. > You spend so much time trying to work with those students, > that others suffer. Even with coteachers, paras, and > others in the room, the fact remains that Johnny is years > away, if ever, from figuring out that x and y are > variables. > > (2) If you send every SPED teacher to the general education > classroom and eliminate SPED only classrooms, it will > require a significantly increased staff to cover all of the > general education classrooms with SPED students in need. > So far, I know of no school that can achieve that kind of > coverage. You will either have students not served in some > classes, or you have to pull back on inclusion to have a > content mastery room or somewhere where the student can go > to get extra help. > > On 4/26/15, Elizabeth wrote: >> So, when a student who can barely add is sitting in an >> Algebra class, who benefits? When the curriculum is >> modified such that the student is coloring in dots while >> everyone else is find the slope of the line, what is > being >> accomplished? (And, at the same time, the first student > is >> not learning practical daily living skills because she's >> siting in an algebra class). >> >> Or when a student in a 5th grade class is having >> "meltdowns", ripping up papers, throwing things at other >> students, spitting on teachers, hitting kids with his >> musical instrument (even WITH two parapros, in this one >> case)...who is benefiting? The kid has "one to one >> meltdown" time, two paras, and just last week banged the >> face of the son of one of the local board of ed members. >> >> I'm not being facetious...I really don't get it. >> >> On 4/25/15, KT wrote: >>> >>> Being on the other side of the fence I have to >>> passionately disagree with what others are saying. I am > a >>> special education teacher K-5 of students with >>> significant disabilities in a public school. Inclusion >>> works BUT only with the right supports. These supports >>> include: 1. a gen ed teacher who truly embraces the >>> students as their students, includes them in all >>> activities and makes modifications to support them, >>> treats and respects them like everyone else in their >>> class and models this. 2. Paraprofessional support for >>> those students that need it. Whether that means for >>> academics or behavior or both. 3. A special education >>> teacher who believes inclusion works. 4. Administration >>> that believes inclusion is best practice and therefore >>> supports it. 5. Parents that also support inclusion. 6. > A >>> place for students to chill, and in some cases for 1:1 >>> instruction or small group instruction for a small amt > of >>> time of their day. I have seen huge growth in my > students >>> that would not have happened if they were not included. >>> Academic, social, communication, behavior, and emotional >>> growth. >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> On 4/22/15, Elizabeth wrote: >>>> I completely agree. I am in a situation where I work >>>> with a few wealthy parents who want to pretend that >>>> their kid is "normal" and so they push them into > general >>>> education (and of course, the district does whatever > the >>>> parents want so as to avoid a lawsuit or complaint!). >>>> Sorry, but sometimes your kid is NOT "normal" even if >>>> you are rich and sometimes, your kid needs to be in a >>>> more restrictive environment. It absolutely breaks my >>>> heart to see these kids struggle to fit in. The kids >>>> with cognitive issues will sit in a "grade level" math >>>> class, doing worksheets while everyone else does >>>> Algebra. Who does that help, exactly? The kiddos > realize >>>> what is going on (that everyone else is doing something >>>> much more difficult), but they just can't do the work. >>>> Somehow, the parents think that the grade level >>>> expectations will put their kid with a 60 IQ up to the >>>> same level as the kids with 100+ IQs and it just won't >>>> happen :( I understand not wanting your kid warehoused >>>> or held to very low expectations but what about being >>>> realistic? >>>> >>>> >>>> >>>> On 4/19/15, Julie wrote: >>>>> This is a topic I feel strongly about and Im SOO glad >>>>> someone posted about it! I do NOT think that inclusive >>>>> setting are good for everyone.

May 9, 2015

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MomtoThree I have not visited this board in a few weeks, but this question caught my eye. An inclusive setting is not appropriate for every student AND ALSO not appropriate for the other typical students with no identified issues who still have an equal right at a FAPE. In particular, the average kids who do not have a label to call attention to the needs th...See More I have not visited this board in a few weeks, but this question caught my eye. An inclusive setting is not appropriate for every student AND ALSO not appropriate for the other typical students with no identified issues who still have an equal right at a FAPE. In particular, the average kids who do not have a label to call attention to the needs that they just have in terms of paing attention, getting the hang of a new math or language arts concept the first or even second or third time it is presented.

Every school division should offer a continuum of services to meet the needs of students with disabilities and this may mean placement in a center based program outside of the neighborhood school. A school budget's is not endless and every program option can't be replicated in every elementary school. We viewed school's number one priority was education and were willing to trade the "social cost" of a specialized program across town. However, our daughter learned to read well given her moderate ID label and went on to exit school, obtain a part-time job and has now worked for ten years in the same job. She earns $11.22 an hour in a college dining room.

What parents fail to see by middle and certainly high school is that if the correct decisions are not made, then their child may well be included in public education and excluded from many things for a lifetime that they failed to become prepared to take advantage of. By this I mean having appropriate "soft skills" and focus for a paid job or a volunteer job. Or perhaps appropriate self-care skills, behavior control or basic communication skills for an adult day program. The problem is that the drum roll in recent years has been "college for all" like some magic pill will enable all to get there and benefit from it (on this account I am referring to the very high priced two -four specialized, non-credit programs on college campuses.) but again I ask what happens when the "special program" is over, especially if it is out of one's area where connections need to be made to adult services.

Unfortunately, the new Least Restrictive Environment for all of us seems to that the young adult graduate if one is not able to live independently or be independently wealthy to afford the support services 24/7 is to age in place at home with Mom and Dad. Again, it seems that there is little in policy discussions at the federal level to encourage a range of options on the most difficult of services - housing. If a disabled son or daughter could go to a senior, tiered lifecare community for those who might be able to afford it, there would at least be the start of some options. Unfortunately, except for 55+ communities with the HOPA rule, there is little flexibility in senior living options for a couple or single parent caring for an adult son or daughter.

Jun 3, 2015

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