question from a teacher

[wellesleyprincess]

Hi,

I hope it's okay that I post this hear. I'm a new teacher this year and just got reassigned to Special Education Resource and Inclusion for Upper Elementary School Math. This will be my first year teaching and my experience with students with special needs is limited to the students in my inclusion classroom during student teaching.
I have always felt drawn to special education and am greatly looking forward to the challenge.
My question for you all is there anything you wish your children's teachers had known or done either for your child or with you as a parent?

Thanks!

 

[bookwormde]

Welcome,

To be quite blunt as a parent of an Aspergers child I would have been happy if my son's teacher were taught anything “current” about HFA/Aspergers while in college getting their degrees. What little is taught in most colleges is outdated and is little more than a few days instead of the full semester class that Autism studies should be. Of course that would require instructors who had a clue. I will say that when it was obvious that they really did not have a clue the made and continue to make a major commitment to "catching up" so they can "get it"

If it was not part of your curriculum (if it was not it is a good indication that the college you went to did not have a clue), please read Tony Attwoods “the complete guide to Aserpgers C/2007 which should be in your districts disabilities library and if not it is available on Amazon for about $25. While not all of you children will be PDD-nos/ HFA or Aspergers, a majority will have some characteristics, sensitivities or curriculum needs which are similar.

For most of our spectrum children, throw away the trailblazers or what ever other “mainstream” math book is being used as they are grossly inappropriate for our children since by design they interject social situation into the curriculum and are over focused (before the basic mathematical skill is mastered) on word problem and other non math distractions. A good old math book from the 60’s is best. Visual instruction is a must as is higher level of repetition than would be typical. Also since you are in the upper elementary levels you need to do an inventory of the math skills all the way back to the most basic concepts since often these are missed or not mastered and can greatly inhibit progress and create massive amount of anxiety and the associated maladaptive manifestations which pretty much stop the learning process.

You will also find that social motivations and standard rule structure are ineffective at best and damaging at worst so using a principles and logic based approach is necessary.

Now if I have not “scared you off” thank you for choosing to teach in the special ed area. Just remember that you are just beginning to learn the necessary teaching skills and knowledge that you need to have a positive influence on our children. The best news is that as you become an accomplished special education teacher you will have the ability to have a far greater impact on your students lives and future than typical teachers and with Aspergers you will have an opportunity to work with some truly brilliant children who have the potential to make positive contribution to the world well beyond that of typical children.

Again thank you and if you have any specific question please feel free to ask as we have parents of children with a wide array of needs and abilities on this board.

Bookwormde

 

[Schmeck]

First thing to do is to check with your school and/or teacher's union to see what is acceptable for teacher-parent contact. Your job is guided by the union contract, IEPs and your director of special education. Any info given by a parent about a child should be documented. Sounds harsh and cold, but you have to cover yourself in case of litigation.

That said, having an open line of communication with a parent is one of the best ways of helping a child, any child. As a parent, I would want my child to be treated as an individual, and have a teacher not bogged down with clinical data and inflexible reasoning. Every child is unique, and even if two children have the same diagnosis they usually do not present in the same way and cannot be expected to learn exactly the same way. No one does!

I've had my greatest success with a student when I've chucked the IEP - of course I use all accommodations when needed - but I wouldn't let myself get stuck in all that mumbo-jumbo that gets put in there. There's the kid on paper, and then there's the real kid right there in front of you, full of potential and just needing the right key to solve a problem. We all use different keys, and the trick is to find the one that works for that one kid. I've found that one key rarely works for more than one kid, too. You've got to be really creative, that's for sure!

 

[ireland_nicole]

Math is really challenging for my DD, for the same reasons Bookwormde described. I think the main things I appreciate in her teachers is consistent communication, desire to help my child learn, the knowledge base to accomplish that, and an approach that is collaborative. I have to admit, I would be somewhat taken aback if a teacher told me that they were planning to "chuck" the IEP. My children;s IEPs are there to ensure that they are able to receive a free and appropriate education. There are many hours of collaboration and discussion to ascertain what accomodations and modifications are necessary. Doctors, teachers and therapists and others are all involved in the process. My children have had the opportunity to be taught by wonderful teachers, and have also spent time with teachers who were quite clearly unprepared for the requirements of their profession. Honestly, I think that the four things listed above seperate the former from the latter.

 

[Schmeck]

I don't really mean I throw it in the trash, and I do use all the accommodations put in place by the IEP, it's just that the child is sooooo much more than what's in an IEP, and the IEP just basically lists what a child cannot do - that sets way too many limitations in my way of thinking. Of course a really good IEP has goals in there that are aiming to get a child to be as independent as possible.

For example, what if the IEP says the child has difficulty waiting in line at lunch? Hopefully there is a goal set to get the child to be able to wait in line, like everyone has to at some time or another. I take the info that waiting in line needs to be worked on. Some ed plans will have accommodations up the wahoo to keep the kid from ever learning how to wait in line - a long list of 'can'ts'. I approach it as a to-do list instead. I try to figure out what aspect of waiting in line is setting the kid up for failure - could it be the noise in the cafeteria, could it be another child is doing something that bothers others, could the child be afraid of a certain lunch lady?

Then, we start working on the issues - we meet the lunch lady outside of the cafeteria, and I have a quick, quiet conversation with her while the child is present, nothing personal, just a 'good morning, what's for lunch' type of thing. Or maybe we try going to the cafeteria a little earlier than everyone else, so we are 3rd or 4th in line, so there is still a little wait, but not a 10 minute one. I'll do whatever it takes to help a child through a situation, so that a child can be as independent as possible, and meet and exceed any goals set in an IEP.

Of course I honor the IEP, I reference it all year (I'm not a teacher, BTW, just a tutor) but I don't use it to define the child. I use it as a resource, but not as the only source of direction for a child. A child is so much more than what can be put down on paper.

 

[ireland_nicole]

I agree; although I do feel that every parent whose child has an IEP, or 504, or whatever, has a duty to educate themselves about special education law and "educationese". I know how to make sure that the goals in my childs IEP are very specific, measurable, and attainable though challenging to them. I agree that the best teachers look at an IEP as part of the puzzle of making a child learn, not the entire.
Thanks for looking at "your" students in a holistic way.

 

[Schmeck]

I wish I could share more - the examples I've given are not real ones, just how I'd handle the situation if a student had those issues. Sometimes I feel that the confidentiality laws are stifling. I understand why they exist, but I really feel it "takes a village to raise a child", and how can I get a student to have success in a situation if I can't explain to people what his needs are?

Of course, in a school setting it's a lot easier as the IEP is shared among all staff that work with a student. But I can't divulge anything to other students, or to the customer at a work-study situation, etc. I can't come online and say 'hey this worked for me when this happened'.

 

[BeckyScott]

I do think there is a tendancy to put students with a specific diagnosis on a "track", to give similar students similar IEP goals, to always go in a specific order. Is that part of what you all are talking about?

(it's still very early in the morning here)

That's part of why, when push came to shove, we opted to keep DS in a school with a SpEd generalist rather than transferring him to a school with an autism program/ specialist. Because #1 it's about the teacher and we had a good one. And #2 because I felt a generalist would be more likely to "think outside the box" and look at him as an individual rather than a diagnosis.

What I always appreciate is communication. DS always comes out of school with either the para or the SpEd teacher, and I always check to make sure how his day went or if he had problems that day. But sticking notes in his backpack, or making notes on the work he brings home, just to let me know what's going on. You should be at the parent-teacher conferences, even if you're not specifically requested, if that's okay with the school. I think the biggest thing you can do is to meet the parents and let them know you're available if they need to talk to you, or if you can, take turns walking your kids out after school to say hi to the parents, just making sure that the parents know who you are and know how to find you.

 

[1stluvispooh]

The only things I wish my DD teachers would do is
1) Read her IEP I swear some teachers don't!
2) Trust me when I tell you what works and what doesn't with my child. I know her better than you.

 

[Schmeck]

2) Trust me when I tell you what works and what doesn't with my child. I know her better than you.

Yes, that's true, but the goals in the IEP should be not to just stick to what 'works', but to figure out how to find the key to unlock the stuff that gets stuck under 'doesn't work'. That's my whole point - getting limited by being told in an IEP that something 'doesn't work' kills the potential of that child. If being told a child can't wait in line gets put in the IEP so that the child never has to wait, never learns how to deal with waiting, how is the child ever going to learn that skill?

 

[bookwormde]

One thing to remember is that IEPs are created at one point in time (when the child is in a certain place with their skills and anxiety and the teachers are in a place with their “education” and understanding) as the year goes by both change so the best IEPs allow for this. I actually made much of my sons IEP “dynamic” to the changing situations. Yes there are a few measurable goals but the broader goals are “adjustable” to be able to maximize the opportunities for areas and items which are having an impact. This allows the teacher and staff to adjust and do some “experimenting” which is helpful for my child and more fulfilling for the teachers since they can more readily have a positive impact on areas of priority. As other have said with this flexibility comes a much greater need for communication within the IEP team (including parents).

bookwormde

 

[kirbydog48]

I wish my ds's teachers understood that when he exhibits "behaviors", it's his way of communicating in the only way he knows how that there is a disconnect between what is being expected and his ability to do the task. I also wish his teachers understood executive functioning. My ds has extreme difficulty initiating tasks involving writing, yet they insist he is being "non-compliant". It's not a behavior problem, it's a cognitive problem. Oy vey, I could go on and on....but I won't. Don't get discouraged; it's just that we parents ride an emotional roller coaster dealing with schools. Good luck and thank you for wanting to pursue this career.

 

[BeckyScott]

And I thought of something else.

I don't want to sound like a whiner.

But please keep in mind that when you're dealing with the parents, that you're not dealing with a "typical" parent either. We've been through a lot.

Yes, we do know what works for our kid. (even though the kid might need to work on different behaviors or whatever) It is even possible that we know more about our child's condition/diagnosis than you do, because that's our job. Many of us have endured not only that one day when we got sat down by a specialist and heard words we didn't want to hear, but we've had family members not understand, we've endured dirty looks at the store, people with no clue giving us advice, been treated badly at DFS or the Social Security office and sometimes even by doctors. Many of us are divorced now, in part because of the added stress of a special needs child, or have developed problems ourselves (like anxiety). If you're teaching kids in upper elementary, probably we've encountered at least one teacher before you that just didn't get it. We've heard or read or experienced plenty of stories of schools who messed up, and messed up badly. We're scared to send our kids out into the real world but we don't have much choice.

I want to know that my son's teachers are doing the best that they can for him, regardless of regulations and red tape and all that other stuff that can get in the way. I want to know he's not going to get locked in a closet, or that other kids can't bully him. I have to trust the people I leave him with every morning.

The other reason we chose to leave DS at the school he's at, and I'll be totally honest, is because I trusted the people there. That particular school employs 4 people that we knew "before", people that we know from outside of school, that we've known for a long time, that I believe would not hesitate to call us if they saw something happen that shouldn't happen. Plus another autism mom who would call me in a heartbeat if she saw something. That's very very important, for us to trust the people he's around. You can help establish that trust, it won't happen right away, but the parents will be able to feel it, by the way you act. That's a huge thing.

 

[robin09]

First off, let me wish you luck as a new teacher! A special Ed teacher is a wonderful theing when they get it!

My dd has the same sped teacher for 4 years now. The regular teachers couldn't deal with her activity level (this was in 2nd grade)! She is now entering 5th and doing well. She is extremely bright and knows how to push buttons and test limits.

What would I want you to know? That she is a round peg going into a square box. She just doesn't fit. Every day she might be a different person. quiet and introspective one day, unable to deal with noise or light. OR boisterous, loud and rude on another day... these are the days that she really needs quiet and understanding. She cannot sit at a desk for a long period. She does her best moving around.

Stay in contact with me, just a quick note,...good day, cranky day.. I'm not looking for a page being written. Obviously, if there's a problem write more, please don't blindside me.

You might get to know her better (in school) than me... last years mainstream teacher knew her better than I did. Jenn has been counting on her fingers unable to add 2 plus 3, but getting A's on her report card in Math with the teacher telling me she can do multiplying and dividing??? I asked if the teacher was inflating her grade to pass her. I asked this during her IEP meeting. They all laughed at me, told me how bright she was and that she "compartmentalizes" her life.... Math is done at school, not at home in her mind, so that is why at home she can't do math at home... if that makes sense.

I'm rambling, sorry.... good luck!

 

[patchchild]

As a sped teacher myself, welcome! There is no way I'd head to being a classroom teacher after working as a special education teacher for years. I love that I get to work with the kids 1, 2, 3 and maybe 4 at a time. None of this 20-30 kids at a time thing. I also love that I'm the only one in the school who's allowed to throw the curriculum out the window. I actually get to work with students on what is appropriate for them at the time.

Best advice to you is to get to know your students and help them stand up for what they need. I've had to go head to head with a couple of teachers, because it's what the kids really need. Someone needs to do it.

 

[bookwormde]

Thanks patchchild for being a great Sped teacher.

It bring up a good point that often (especially if the parents are not particularly well informed) the sped teacher is the one who has to identify and “fight” to make sure the needs of the child are being addressed, and without that step, sped teaching can be an exercise in futility. IDEA regulations, IEP meetings and the need to get the child’s needs identified and addressed it typically not well taught in education programs for teachers.

bookwormde

 

[stace1214]

Being a Special Education teacher is an amazing profession, I can't imagine ever doing anything else. I can't give you advice from the perspective of a parent, but can as a teacher... It's honestly the littlest things that make the biggest differences.

Be organized right off the bat. There is A LOT of paperwork involved in Spec. Ed. Document everything, I have a notebook for each child in my class that I keep notes in. It's not to protect myself from litigation, but if I think that a child needs a change in their IEP or a more or less restrictive classroom I need to back that up with documented proof. It's also a great way to find patterns in behavior making it much easier to create a plan to modify behaviors.

Stay in constant communication with parents. No parent wants a phone call to tell them that their child has been spending every day for a week crying through math. If a child is exhibiting a behavior that's not typical of that child, get in touch with the parents right away. They probably have seen it all before and will be more than happy to give you advice, or on the other hand, it may be something new that they will want to keep an eye on.

As far a curriculum goes, teach the skills, but not necessarily using the materials the rest of the grade uses. You'll need to be creative, think outside the box and sometimes practically stand on your head when teaching a new concept. It can be frustrating when you teach the same concept twenty times, but when on the twenty-first time, the child "gets it" and you see the light bulb come on, it's so very worth all of the effort it took to get there.

Now that I've practically written a novel, I have one last piece of advice. On the first day of school and the whole first week, practice your classroom routines over and over again. You can't expect that all of your students are going to know what to do when they come in your classroom after just going over the routine verbally the first day. Get everyone out of their seats and practice until everyone understands. It may sound silly and even look silly to have your students practice coming into the classroom several times, but you'll find that when your students know exactly what to expect when coming into your room they will feel more comfortable and be able to be more successful. I hope you have a great year! Enjoy!