EdnaKrabappel
Chicago, IL
Female, 32
From ’03-‘06, I was a special education teacher in Philadelphia as part of Teach for America. I taught children with mild to moderate special needs (primarily learning disabilities, attention deficits, cognitive disabilities, and behavioral problems) in grades 2 - 8 in all academic subjects. I saw a lot of things and learned a lot...especially the art of patience.
Yes. This is a definite organizational nightmare. I had as many as 15 kids at a time, may or may not have had another adult aide to help me, and they each had at least 3 IEP goals which I was responsible for monitoring. A side effect of this problem which I've noticed over the years is that many case managers (special education teachers usually) generalize their IEP goals so they can better manage the needs of multiple students in a single class. This is technically against the law as an IEP is intended to provide an INDIVIDUALIZED plan for a child's education to meet his or her unique needs.
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Yes, of course, all the time. Kids can be extremely cruel to one another. It is essential to create a safe environment in your classroom and set the expectation that "We just don't speak to each other that way in here." As much press as bullying and school violence have been getting lately, this is clearly becoming more and more an issue. Teachers must be aware of how children are treating each other and show zero tolerance for bullying and threats of violence. No child should die or be driven to suicide because I failed to make them feel safe in my classroom.
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It is best to avoid physical contact with students whenever you can - unless you are specially trained to restrain students when they are having a tantrum which threatens their own safety or the safety of others. However, sometimes unintentional injuries do happen. You can help avoid some of these incidents by creating a safe environment in your classroom and setting the expectation that no one is allowed to hurt themself or anyone else in your classroom, hold regular meetings or discussions with your students to discuss classroom functioning, social-emotional awareness and interpersonal/friendship skills, and consistently enforcing the expectation that no one is allowed to harm others or themself. Enlist the support of your school social worker, school psychologist, counselor, school police officer, or administrators if you feel that you're having difficulty establishing a positive classroom environment.
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Typically you are certified as either a general education teacher or as a special education teacher but not both, so most of the time you are not allowed to teach classes outside of the area you are certified in. In recent years, special ed teachers have been providing more "push-in" support to students with special needs, however, which means that they are more likely to be working alongside general education teachers in a general education class to support students there instead of having their own special education classroom and pulling students out to work with them in a separate room.
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Unfortunately, I can speak from some personal experience on this question. I intervened when a student in my classroom grabbed a pair of scissors and went after another classmate with them. Fortunately, I was able to get the scissors away from him and keep the student from hurting anyone else, including me. I did learn from this experience the importance of not leaving a pair of scissors out on top of my desk, however. Often, when a student brings a weapon to school (or finds one there) to use in an aggressive manner, you have had some warning signs ahead of time to know that this is a student who is volatile, in need of social-emotional support, or has had a pattern of aggressive behaviors in his/her past. In these cases, teachers should ask for support from their school social worker, school psychologist, counselor, or an administrator to be sure that everything that can be done is being done to support the student with mental health support, violence threat assessments, suicidal threat assessments, and disciplinary actions as appropriate to prevent an incident from happening in your classroom. In the case of students who unexpectedly wield a weapon in your classroom, seemingly without warning, just do your best to keep your other students safe while attempting to calm and/or disarm the student and getting help from another teacher, administrator, or school police officer.
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You can find some good general information about Autism here: http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
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Some ideas you can try are positive incentives and praise when the student shows appropriate behaviors. Sometimes students exhibit negative behaviors to gain attention from others and when you ignore negative behaviors while praising and incentivizing positive behaviors, you may see them engaging in more positive behaviors to get attention. Specific skill instruction in social skills can also be helpful. Your school social worker, school psychologist, or counselor might be helpful in giving you ideas for how to do this. This might help the child better understand how to interact appropriately with classmates and adults in a classroom, recess, lunch, or other school setting. Coordinating with parents to understand the child's day-to-day life at home, any family stresses that impact the child's functioning at school, and any medical or developmental issues that might impact the child's functioning at school can also be very important. If the child is a danger to himself or others, or their behavior impacts their ability to learn or the ability of others to learn, the child might be in need of special education to support the development of self-regulation of emotions or behavior in order to access their education. Speak with a special education teacher, a social worker, school psychologist, or your administrator to discuss what to do next if this is the case.
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