I would truly like to say that Special Education Teachers are some of the most caring people that I have met.  While parents are the experts with their one child, Most Special Ed teachers are trying to balance twenty to thirty students with different disabilities.  In these trying times I want to encourage you, Special Ed teachers, to keep your priorities straight. It is easy to forget why you are here. We all have to deal with time restrictions, meetings, lesson plans, reduction of staff, increase of students on your caseload and so much more.  As the liaison between the District who mandates your caseload and the parents. It is still our job to to help these students reach their full potential.

” You cannot make the disability or problems go away. But you can take the tools that you have learned and make the child and their family feel beautiful again” Help them reach their full potential despite what is going on around you.

1. CALENDAR EVENTS:  Be aware of school calendar, and all events and meetings the first month.  Plan early for assessments and IEP’s

2.  REVIEW IEP FILES:   Some teachers feel by reading the IEP comments, it may give the them a negative view of the student not allowing for a fresh start.  As the case carrier, you are responsible for all content and time lines within the IEP.  It is important to review and follow all goals, service pages, and read notes pages.  

3. BUS SCHEDULES:  The first day of students arriving by bus can and is usually confusing.  If at all possible, get your bus list together with students and bus numbers.  Place cones to designate  areas for busses.  Parents feel they can pull up to any available curb and  drop off their kids.  This is hazardous and cause further delays.  Also be prepared with phone numbers for the the district contact, bus company and parents.

Teaching Techniques

Teacher circulates around the classroom, Repeat instructions, Check for understanding, List assignments and/or instructions on the board, Use visual aids in giving instructions, Teach study skills, Limit number of oral instructions, Vary voice volume as required, Use eye contact, Use close proximity, Reduce visual/hearing stimulation,

Enviornments

Change seating, Reduce distractions, Change groups, Create more physical space, Special Study area,  Consider physical health problems

Assignments

Simplify (quantity or level),  Shorten, Buddy system, Alternative assignment, Extended time, Copy of written assignment, Study sheet, Allow verbal response,  Enlarge Text,  Mark correct answers not mistakes.

Materials

Use manipulatives, Use task cards, Diagnostic tools, Learning Games, Computer,  Calculator, Special Paper

Testing

Open book, Open notes, Record answers, Extra time, Read test, Alternate location, Shorten and Simplify, Adapt assessment

Identification and Evaluation

           Since provisions of  the reauthorized Individuals with Disabilities Education Act (IDEA) took place after July 1, 2005.  The scale of identification and evaluation changed for children with learning disabilities into and out of the special education programs.  Experts began questioning the methods and inconsistencies throughout various districts and states that lead to believe that many children identified as learning disabled (LD) should not have been qualified under the discrepancy model of assessment.  Schools who qualified children who had a sever discrepancy between achievement and intellectual ability may have caused harm to students as it results in delaying intervention until the student’s achievement is sufficiently low.  Once placed in the Special Education program, research has shown an inability to achieve in such a restrictive environment compared to those who have been serviced in there general education class or Least restrictive Environment (LRE). This new model called Response to intervention (RTI) suggest that schools provide evidence of interventions in the general education class before moving a child to a more restrictive environment such as Special Ed.

           Over the past few years that the scale of identification and Evaluation of children into special Ed, some educator are struggling to cope with changes of No Child Left Behind.  No Child Left Behind Laws have made it possible for all children to receive free and appropriate education.  The new (RTI) Response to Intervention model suggests that teachers provide evidence of interventions in the general education class before moving to a special education environment.  Because of this, we have to define appropriate education.  Appropriate education is different for each child and leaves room for question.  Many of the questions are what types of assessments are used in various districts around the region.  Do they discriminate based on social economics?  Are they consistent in transitioning from Elementary school to Middle School and on up to High School.  Parents are concerned as well asking; Is my child going to be made fun of in this program?  Will he be with general Ed students?

            These questions are important because laws have been passed and schools have been sued for not providing an appropriate education and others have been placed in special education classes unjustly based on behavior rather than proper evaluation and assessment.  Children are to be given every opportunity to succeed as possible.

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