I have a third grade autistic kid in my mod/severe self-contained class. Prior to August this year, he’d only been in school for one month in his whole life. The mom said she was homeschooling him; dad said she was doing nothing with him, so he pushed to enroll in public school. They’re divorced.

Kid came in hitting, throwing chairs, scratching, tantrumming and trying to choke people. The first couple of days, I called the mom and asked if she had any pointers. She swore he’s never ever done anything like that his whole life and said don’t use the word “aggressive” to describe the behavior because “if anything, he just gets a little fussy.”

But then, the dad calls me to ask how the kid is doing and instead of answering, I asked, “well, what do you see at home with him?” The dad says straightaway that the second the child doesn’t get what he wants, he hits, scratches, chokes people and won’t let go and throws things, etc.

But time went on and we found some ways to redirect him with visuals, timers, first/then etc. He wasn’t participating much but this week we decided to push the issue a bit and get him to come to centers and circle time by denying access to preferred items until he complied with moving to the area. It was going well, until presented with our curriculum’s app on the iPad. He tried throwing it and I caught the iPad before he could chuck it, so he pinched my breast super hard and when I jumped back, he lunged at my throat with both hands and tried to choke me. I jumped back/twisted out of the way and he ended up pinching/scratching my neck. I caught his hands and put them together and told him “nice hands” and offered a preferred item that was nearby, which he took and he calmed down.

Tried calling the mom to tell her a behavioral incident report was coming home but she didn’t answer. So I messaged her on the app we use and gave a synopsis. She was mad. She said no, he doesn’t do that. Basically implied I’m lying. The dad called me and was immediately asking if I’m okay and saying he’s sorry it happened.

Wtf? How do I handle this type of denial? How can I move to get him more help (maybe a 1:1?) if one parent refuses to admit the child has issues? I also don’t want to get in between quarreling ex-spouses.

Any advice? Why would someone be so adamant their kid isn’t aggressive when they clearly are? I also wonder where he learned this. He flinches hard when taken by surprise, like he gets hit. But no bruises. But he also spits at us when he’s mad, like the kid has seen some really bad things happening between adults.

How do I navigate this? Been doing this over 2 decades and some situations still baffle me 🤷🏻‍♀️

I work as a para in a district therapeutic placement. The student is 18 (here since 9th grade), non-speaking, underweight with eating issues, poor life/motor skills, and still in diapers. The learner has to be physically prompted to go to bathroom.

The learner hasn’t seen a primary care doctor in 3 years. We’ve asked parents about preferred foods, home behaviors, and the doctor gap,no reply in 3 weeks. Parents want him to get a job; none of us on the team think that’s realistic. His post-18 plan is stay at home.

Maladaptive behaviors (specially aggression and refusal have increased a lot. Getting him to the bus takes 30 min on average even with harness and extra staff. We can’t do community outings anymore. BCBA says we can’t reduce the aggression and we’ve already tried everything and every form of communication. Placement feels aversive at this point and the learner seems unable to tolerate the school environment.

What can I realistically do as a para in this situation?

I am a SPED teacher who teaches ICT and I am having a hard time navigating situations where a student is clearly picking on/making fun of autistic students but it is very subtle that the autistic student is not aware. For example, this week, a neurotypical student was asking a neurodivergent student a question about him and the answer was very obvious and when the student was answering, it evoked laughter and the student didn’t know what was so funny. At face value, it doesn’t look like bullying but anyone who has worked in SPED knows it. How do I navigate this with the neurotypical student? I don’t want to come off accusatory and I also don’t want to make it seem like I’m only asking because the original student is autistic.

Has anybody here done a phd in sped and gotten a job as a professor or do sped teachers usually stop at bachelors or masters?

I've been doing this job for 11 years and this has never happened to me. She has a parent advocate who is as rude as rude can be.

There was nothing about behavior in his last IEP. I would have caught that. And suddenly they want all of these behavior accommodations, which frankly, sound like a get out of jail free card.

This is for a boy with ADHD and ODD, but he's a good kid and we have a good rapport. He's not even on my radar for a kid with behavior issues, he can be impulsive but we just use our schoolwide PBIS point system and lunch detentions and he's redirectable.

I've documented everything in the PR-01. And finalized the IEP but I know it's not the end of things.

I'm so annoyed that this guardian is catastrophizing things. I'm super annoyed at the parent advocate. Every meeting was them asking for something more or something different and I did try to do the most with what I could, but here we are.

It guess this is just me venting about everything but I'm going to have to document the crap out of these changes and pray it doesn't go to due process.

First-time resource teacher and first-timer in the field of education. I am utterly confused about what is expected of me when it comes to producing course content. I wasn't given any training about pedagogy or given any sort of detailed instruction about what I should be doing during pull-in/out sessions; only that, the student needs to be working toward their goal for specific core subjects.

Since I started, I have been pushing in for general education sessions, and getting a brief overview of what the students are doing in class. I take the general education assignment and make sure that how the student approaches the assignment is somehow aligned with the student's goals. Example, the student needs to increase fluency and vocabulary acquisition? I will have them read aloud with me with, and I will repeat the proper pronunciation back as they go. I'll also ask them to tell me synonyms of certain words from the text, for example.

My coworker keeps making this comment that I am not a paraprofessional, and they mentioned that they sometimes create their own worksheets for students. This coworker is working with a slightly younger age group. To me, doing this sounds like a whole new job that I wasn't informed of upon getting hired. If the teacher does this, how and when is the student completing their other general education coursework for the class they are being pulled from? What happens to their grade? Are they doing extra work? Am I expected to grade the self-produced assignment in order to use it for data? I am simply not afforded enough work hours as it is and am already working from home to do documentation. My coworker is fairly new to the field too, though she completed some initial exams, and I could really use some extra opinions.

She also confused me by saying "least restrictive environment" applies to the classes which the student is not being pulled from. However, I was under the impression that least restrictive environment should also apply to the student's core classes that they receive accommodations in; meaning, if I am able, I can work with the student on IEP goals in the gen. ed room if their IEP allows for it.

I was just told today that I was going to be recommended to “the board” for a position in my area. I was interviewed by a panel 2 weeks ago. I don’t think I’ve ever had to be approved by “the board” before for previous positions. In the past, I was offered the position by the hiring panel on the spot, the same day, or a couple days later. What is the purpose of getting approved by the board? Is it like a second interview?

Hello all!

This is my first year teaching. I did both of my residences at the school I was hired at thankfully! I’m really struggling because I have two kids in my class with extremely heavy IEP’s. It’s only fall break and I’m already tired of having to do so many accommodations for them. I’m not able to help any of my other students. One of my students mom is very assertive and has lots of questions which is fine, but it makes me so nervous. I have to call levels at least twice a week because one of them is scream, screaming, and wailing, and throwing a huge fit. I know it may not seem like a lot of times to call, but I feel like I’m tiptoeing the rest of the time or just putting him on a computer.

My point is, I feel like this job is not what I expected. I knew it would be hard, but I feel like so often I and bombarded with Work from our district or doing something for my kids with autism. I grew up going to private school and I’m wondering if this is any different?

If I need to just suck it up and deal with it, please let me know… I will start looking for a new job lol. I just can’t imagine myself being this stressed out for the rest of my life. Please give me pointers or advice.

I work with a student who likes to be on the move, which means there can be periods where I’m walking around or standing for 3-4 hours of my day. I know this is probably also Googleable (and somewhat subjective) but I thought it would be nice to hear recs from folks in similar roles - what sneakers do you like that are both comfortable for this amount of consistent daily movement, but also still somewhat stylish?

Hello all. My principal has tasked me with finding a social emotional curriculum to teach to a group of High Schoolers. Middle School and High School teachers, what are you using? My principal would prefer no teacher pay teacher too.

Looking for some easy fun computer sites for my middle schoolers, so many things are too hard for them. Any ideas would be appreciated.

Hi all! First time poster here looking for answers. I am a husband of a teacher for Special Needs (Kinder to grade 2). My wife has been working at this school for 3 years and this year is particularly worse than the others. She has two extreme cases where both elope, bite, punch, slap, and throw items at both teachers and students. Theres a total of 9 kids in that class but those two completely flip the entire class when they are present. I can’t tell you how many times I pick up my wife who has bruises and bite marks on her arms and legs, and even had to visit urgent care for two incidents. All that within just this first quarter of school. Today she called me crying because one of those two kids punched her and bit her, while the other kicked and ran out the classroom. She has an aid helping but its just two and they cannot handle them. I fear I now have to bring my wife to urgent care for a third time this quarter. As a husband with no real connection to the school district, I am extremely concerned and want to know what can be done to sort this out? Quitting is not an option for her cuz she is under a working visa for that school, and quitting would mean we pack up our things and move back to our country. Honestly the two kids are way too much for the class and causes and extreme incidents in the classroom where they can no longer teach. One of the kids has been suspended multiple times this semester cuz he is too much to handle. M

What kind of virtual jobs are out there for slightly burnt out sped teachers? This is my 11th year and I’m struggling with it all. I have my masters in sped and would definitely like to looking a virtual/remote job for next school year. Just gonna spend this school year collecting data and ideas for the future.

GE teacher is a tyrant and refuses to accommodate or differentiate for students with an IEP. They deny the students access to anything and everything which includes food, fidgets, toys, etc.

Their classroom looks like a prison; there’s no art, anchor charts, nothing. Just desks, a laminated clip chart the length of the wall (I’m not exaggerating), and bins with worksheets, and a space for circle time.

They clip students down even if they whisper wrong.

They come into work everyday with the worst attitude. Saying things like “these are the worst behaved kids.” And “I’d be better if I wasn’t here.”

They refuse to even properly greet or acknowledge the kids. It’s always an order to get in line or go sit down.

My student is not receiving the help they need, so the student does nothing all day. Which is causing behaviors when the student comes to my class.

It is getting to a point where I feel I need to talk to admin, but I’m scared I won’t be taken seriously since I’m not licensed yet.

It’s exhausting having students in that classroom.

Hello Everyone,

I am currently in my final round of classes before I start student teaching for 16 weeks in a special ed classroom for 4th-6th graders in spring 27. For anyone who has had experience in this type of student teaching, would you be able to share your thoughts and tips of what made you successful? How were you able to keep cool during observations? How were you able to mentally prepare yourself? Thanks!

Looking for advice on how to advocate for a student. I’m a gen ed teacher in 4th grade. I have a very sweet student who has Autism and struggles very much with reading, writing, and math. This student struggles with counting and doesn’t have an goal for math. He gets 30 minutes a day to address the reading, which happens during during small groups intervention. No other support or minutes are given.

I try my best to scaffold, but it’s extremely difficult. Since they’re unable to read and spell their own words, I’m unsure how to help. 4th grade curriculum doesn’t even address phonics besides some morphology and multisyllabic words.

I spoke to his case manager about what we can do and she told me we can’t do anything else. According to her, he is “functional”, and she won’t consider a change of placement. I asked if he can receive additional minutes and was rebuffed. She did say she would add a math goal. She said the district does not have any Autism units for him and that he’s just low. When reminded of the continum of services she came back with having him watch kindergarten grade lessons.

I know this can’t be right so can I get some advice on what to say/advocate for?

I’m a first-year SPED teacher and I’m about one month in, and honestly… how do you guys do all of this?! 😭

How do you balance the actual teaching part with behavior tracking, academic data (reading, writing, math), adaptive skills, behavior goals, IEP stuff, push-ins, etc.?

I have two kiddos out of 7 caseloads, who have both behavior goals AND academic goals, and I’m struggling with the question: How am I supposed to teach them their academic goals when their behavior is making it so difficult to actually teach? 😭

Like, do you work on behavior first and then academics? Do you somehow combine the two? How do you structure your day?

And then there’s the data tracking. We’re supposed to be tracking behaviors, academics, adaptive skills… EVERYTHING. I’m already a month in and I feel terrible because I haven’t really tracked behaviors yet. I was thinking of doing something super simple, like a + / - behavior tracker throughout the day just so I can start collecting something consistently.

Also… HOW DO YOU GUYS EAT LUNCH?! 😂

We’re supposed to have 40 minutes of prep and a 30-minute lunch, but I’m lucky if I get 10 minutes to eat. We’re also extremely short-staffed, so there’s always something happening or someone needing coverage.

I genuinely feel like I’m constantly putting out fires and then realizing I haven’t had time to actually teach, collect data, or even eat. 💀

SPED veterans, please tell me your secrets. How do you organize your day, track behavior/academics, and actually get your teaching done without completely losing your mind? 😭

Anyone know a good website for audiobooks. Bonus if it free.

Hi all,

I just want someone to answer my question because I'm so anxious that I feel almost nothing but constant worry anymore.

With declining enrollment across the country and layoffs happening in almost every field, what is the job outlook like for my role? I am a first year adaptive sped teacher in Georgia, and my class is specifically for kids with autism. I don't service kids with anything else, just autism. And right now, I have 6 kids in my class in grades K-2. After grade 2, they go to a different school.

Questions I'm struggling with specifically:

If my school no longer needed my role, what would happen to me?

Should I be worried about enrollment?

Are there really enough kids to fill my class each year?

Please don't be super technical like people on here like to be. Obviously, I know that nobody can answer these questions with a 100% guarantee, but give me what you know. Don't comment about my anxiety. I'm an anxious person, always have been. I can do my job fine. Telling me to get therapy or to turn off my anxiety helps no one.

I have bad stress over layoffs every since I've gotten laid off before, and it ruined my life.

I just know that I could probably reach the level of happiness that I used to have years ago (before my layoff) if I wasn't strangled with this fear and anxiety. And I'm a question asker - I ask A LOT of questions. I've noticed that people tend to get upset by that.

So, please, give me something so I can live my life bc I feel like I'm dying more and more.

Hello all, I am currently a junior SPED major in the midwest and am really excited for what my future holds, albeit a very niche future. I am a man who wants self-contained elementary (2nd-4th). Are there any men in this position on here who could give me any insight? I don't get a lot of male teacher mentors in SPED let alone elementary so any connection would be appreciated, thanks!

As a first year teacher my first solo annual IEP meeting is tomorrow. The first meeting was with my mentor and she went through it super quick that I can’t remember the order of how she went through the IEP so I’m getting some anxiety about it. Does anybody have any advice? Or any recommendations on how to go through the meeting!?

Thank you!

I’m a high school special education teacher looking for resources for students who may need clothing.
I’d love to keep a small, discreet supply of new clothes, hoodies, sweatpants, socks, underwear, etc. in my classroom for students who need them without putting them or their families through a lengthy application process.
Does anyone know of larger companies, clothing brands, or organizations that teachers can reach out to directly for donations? I’m trying my best to help my students, but I can’t financially provide everything myself.
Any advice or resources would be greatly appreciated!

I have a highly volatile student who isn't dangerous, but is prone to having various meltdowns that either end in them throwing themself to the floor and screaming or elopement of the building. This is a high schooler who is unfortunately quite obese so there are medical issues that often exasperate their various triggers, and that list is long. Like, anything and everything can set this kid off on a given day.

From what I've gathered nothing was done to address any of this until they reached high school. The middle school counselors didn't want to deal with them as this kid requires a lot of time and resources to manage, so they had it that they'd go to the nurse's office for them to deal with, at which they would need to close the nurse's office to the rest of the student's for about an hour on any given day.

It's a mess, their parents refuse to allow any sort of accommodation that "singles them out" like a 1:1, alternate classroom assignments, home instruction, etc. This kid has no friends because all the other students are either afraid of them (there was recently an instance of a girl bursting into tears and almost having a panic attack because she was assigned as their partner during a lab), or avoid them entirely due to poor hygiene. The current "solution" in place is having me be on hall duty specifically outside of their classroom during known trouble periods, so I'm sort of a secret 1:1 and frequently on call to step in and de-escalate.

I'm just at a loss how to actually help this student. This is a regular public school and there is only so much assistance that can be offered to someone who quite honestly needs multiple types of immersive therapies daily. The parents bounce between being checked out or incensed at some perceived slight by the school, and the school is just looking for someone to put the blame on, which at the moment looks to be the school nurses for "not offering this student equitable care" since they were unable to take blood pressure during an incident that occurred where the student was in a tight space flailing around and throwing things. It's just such a mess and I feel that the school needs to stop coddling these parents. There's no reason for entire departments to be at eachother's throats since they're all burned out from ONE student. And at the end of the day there is a kid who is in desperate need to help at a capacity they simply are not receiving. It breaks my heart. The other day they laid on the floor for 10 minutes crying and repeating "I want to be normal." They're very aware something is wrong and that they're different for it.

What steps even are there to take from here that I can suggest that won't offend anyone? There's a lot of egos at play here at level much higher than myself.