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In your experience, name one special education issue that teachers find most difficult to do. Briefly explain.
One special education issue that teachers and therapists find difficult to do is being able to work with a whole range of disabilities. For me, I can have a wide range of kids having anything from simple disorders (not able to articulate sounds and stuttering) to mental retardation, visual impairment and autism. Being able to modify all lessons and therapy activities for a wide range of abiltities and meet each child’s individual education plans is a very difficult task to do.
?, 3 rd grade special education teacher, Round Rock, Tx. From Anita Tansil.
Inclusion with a severe exceptionality like Asberger or severe autism. The problem arises when a teacher has to enrich the whole class as well as the special education student. Most teachers don’t understand how to modify their lesson plans, especially the basic content part. The teacher must always assess her students and include as many resources as necessary to reach not only the exceptional child but the whole class. By modifying the lesson everyone is able to reach their potential.
Ms. Sherry Summers-Anderson, 30+ year, with 10 years in Lockhart ISD,and currently an ESL teacher. From Lydia Nava.
The hardest issue that teacher face in SPED is being honest about the students needs with the parents. They are afraid that they might hurt the parent’s feelings, or the parents might bully the teacher about what their child’s needs are. Another issue is trying to follow all of the different IEPs for each student correctly. The teacher really needs to have a good lesson plan that can cover all types of IEPs.
Ms. Lindsey Hintz, Hays ISD, SPED teacher, 4 years and 2 years behavioral specialist. From Michelle Broussard.
Honestly, It’s the paperwork. At my school we have additional students to the ones we have in classes. We have to make sure they are doing okay and make sure they are doing good in their classes. This is a lot of additional work and paperwork to keep up with. So, have enough time in the day to get everything done. Also, having all the necessary materials that are needed.
Ms. Amy Scott, special education teacher, Lehman HS, Hays ISD. From Logan Pearce.
The biggest difficulty I have found is dealing with high need students that need specialized medical attention (tube feeding, trac suctioning, hand feeding, etc.). I feel like I have a good support system but there is no permanent nurse to help me with everyday needs. Some needs are difficult to tend to when you have a class full of students and not enough assistance.
Ms. Mendiola, special education teacher, 2 years experience, Pecan Springs Elementary, Austin ISD, Region 13 certified. From Laila Nabi.
I feel that the most important difficult issue that special education teachers have to face is the TAKS (Texas Assessment of Knowledge Skills) test. Due to the No Child Left Behind Act, all students are required to take a state assessment on grade level. In a perfect world this would be great. However, when you have a 5th grade student with a learning disability who can not read, how can you expect him/her to pass the reading TAKS on grade level. I know with my students this has caused a lot of stress and frustration. There are 4 different kinds of TAKS tests: the normal TAKS test, TAKS accommodated (where field questions are removed), TAKS M (modified; where a larger font is used and only 3 instead of 4 multiple choices are given), and TAKS Alt (alternative; which is designed for the significantly cognitive impaired). The variations for the TAKS test has just recently been implemented so there are very limited resources for TAKS practice. As a special education teacher and trying to prepare my students for this test, I spend a lot of time modifying assignments, teacher made tests, reading passages and benchmarks, etc. to match the format of the TAKS M test.
Ms. Stacy Tarry, special education teacher, Berkman Elementary, Round Rock, TX. From Olga Negrete.
In terms of behavior, teachers have problems following behavior intervention plans (BIPs) with fidelity. They have difficulty putting their own feelings and beliefs aside.
Mr. John Tiffee, special education teacher for 9 years, Kyle Elementary. From Stan Vinet.
a. For regular teachers that have special education students in their classrooms simply keeping track of all the IEP paperwork and modifications for each student is challenging – I (Carol) end up doing most of that type of work for them.
b. For special education teachers it is very difficult to find the time to really bring a student’s knowledge and skills up to grade level. There is simply not enough time for me to spend with each student. It feels as if I/we just help them slide by – NOT catch them up or give them the skills they need to compensate for their learning disability.
Carol Wilson, special education teacher for 8 years, speech therapist for several years prior to special education status, Grisham Middle School. From Margaret Matchett.
In my experience, autism has been one of the most difficult issues. First of all, I think that the students may are very talented kids, but they lose their focus very, very, fast. One minute they listen so carefully and the next minute they can run out of the classroom. So you need to get their attention back. They can get out of control easily.
Mrs. Roya Tabrizi, former special education teacher, Roseville Elementary School in Sacramento, CA. From Elizabeth Morrison.
Dealing with parents can be one of the most taxing responsibilities a special education teacher can have. Parents of special needs children often have strong opinions concerning the abilities of the student, and want specific modifications or inclusions to be made. For example, I have a student whose cognitive and physically abilities are very low, yet the parents were adamant that he participate in regular education gym class. (Shaking her head with a smile) I remember some of the scenes in that gym class and some student misbehaviors due to the overwhelming setting.
Meaningful inclusion in age appropriate areas is just as important as dealing with parents. I have spent most of my career with students with more severe or profound developmental disabilities and inclusion for them can be a difficult task. (As an aide in this teacher’s class, I worked with 10-year old boys whose autism was so severe that inclusion in regular 4th or 5th grade classrooms seemed daunting–Matthew Armstrong). Inclusion can be done and with schools like Rosedale whose students often assimilate into regular school buildings. The question becomes: what tools are there for meaning inclusion? Cooperative general education teachers are important in the inclusion process. Finding a teacher who is excited to have a student with special needs in class, and is willing to generate ideas with the special education teacher and ARD team is a blessing for the child. Perhaps the most essential skill for the success of any special education teacher is good modification (to curriculum and environment). Inclusion is possible with correct modifications and adult cooperation.
Cathy Hill, Life Skills teacher, 28 years experience, several years at the Travis State School and a hospital school. Rosedale School. From Matthew Armstrong.
One hard thing that sped (special education) teachers must deal with is keeping up with paperwork. Goals must be written out and tracked, etc.
Ms. Barb Looney, special education teacher, Jollyville Elementary. From Carrie Lewis.
Keeping up with the paperwork is quite a challenge! With frequent changes in the processes, and continual assessment of kids, documenting the data required every 9 weeks can be taxing. SPED (special education) kids are tested constantly. Its always ASSESS! ASSESS! ASSESS!
Pam Tome, 29 years experience total in regular and special education. Pond Springs Elementary. From Lalitha Shetty.
On the positive side, when you do see results, it is rewarding and you celebrate, because both the student and the teacher have worked so much to get them. So teaching at so many different levels to so many different kids is challenging but extremely rewarding.
Ellen Kallman, special education teacher, retired. From Mercedes Newman.
I would say that one of the most difficult things to do as a special education resource specialist teacher is working with so many different regular education classroom teachers. Having those teachers change each year is based on where the special education students are assigned.
I teach K-5 graders and currently they are in 10 different classrooms. My students who need “resource” support spend the majority of the time in the regular classroom and come to me at most 2 hours a day for help with their grade level curriculum. However, they all have learning disabilities and are running about 2 grades behind. This means they are far from being able to do the classroom work even with help. Many times I can give my own curriculum, but the students are still supposed to be exposed to grade level work. Having this many teachers to work with means I have to understand what all 10 teachers are working on in all areas of the curriculum. This is a daunting task requiring me to spend a lot of time in each classroom and time talking to the teachers and then keeping everything straight. You should hope to get hired by a district that has a good record of retaining teachers or you will be having to work each year with new teachers, some fresh out of college. These new teachers will be struggling with learning the curriculum themselves and how to teach it.
Ms Laura Husting (aunt), special education teacher, 14+ years experience. San Jose, CA. From Carrie Lewis.
I believe the most important skill for a teacher to possess would be the ability to effectively deliver instructions. With this skill the lessons will incorporate all the elements needed for an effective lesson. The lessons will be consistent and students will know what to expect.
Diana Rodriguez, Retired 3 rd and 5 th grade teacher (10 years) and administrator (8 years as vice principal and 7 years as Human Resources Superintendent. From Veronica Rodriguez.
Because each child is so individualized according to his/her needs, you have to teach to each child differently. You have to identify the tasks they need, teach to the tasks they need, and break down the tasks into smaller components until the child gets it. Just keep breaking them down until they achieve success. So this requires time and patience. As a consequence, SE teachers to not often see immediate results and that can be frustrating for both teacher and student.
Following student’s IEP (Individual Education Plan), goals, and modifications. You need “xyz” interventions (cool down, time out of class, seating, etc.). Many teachers don’t follow them. A goal sheet might say learn …, but the teacher must still work with special education students at some point.
Tina Waddy, special education teacher at Pecan Spings Elementary, Austin ISD, 4 years at Elgin HS and 1 year at Pecan Springs Elementary. From Erica Poole.
The paperwork that special education teachers must fill out can be overwhelming at times. Some of the forms change yearly. Most are repetitive and copies are always made, sometimes in triplicate. They have gotten easier for me over the years. The automative IEP (Individual Education Plan) program, SEAS program makes writing an IEP much easier.
Carol Baber, special education teacher, 26 years experience (22 in special education and 4 in regular education), Bethel Middle School, Bryant ISD. From Lara Huff.
In my short experience as special education teacher, I believe general education teachers find it difficult to comprehend and implement IEPs (Individual Education Plan). Some teacher look at the accommodations and modifications listed on an IEP as an inconvenience while others simply do not understand them. For those who look at them as an inconvenience, they do not seem to understand nor care about the huge legal ramifications the teacher and district can face.
Rebecca Garza, Richardson North Jr. High School, 1 st year special education teacher. From Lara Huff.
Find another job (just joking)! Be patient with yourself, the program, and the kids. Know that you won’t be able to “do it all” or help all the kids all the time. You can do some good in the world by doing this.
Ginger Turner, special education teacher with 15 years experience, Murchison Middle School, Austin ISD. From Raini Lott.
One issue that teachers find difficult is maintaining discipline.
Tracy Word, special education teacher, Hays ISD. From Yolanda Argueta.
I think the most difficult thing to do is the paperwork. When I am not with students, I spend a good part of the day doing paperwork. It is very important for me to be organized and that takes time.
Norma Schendel, special education teacher, 10 years experience. Yorktown Elementary School. From Danielle Lassman.
It is hard to choose only one issue. Some parents are quite difficult to work with because they can often micromanage their child’s progress. Getting to know a student’s family may aid in the child’s progress. Understanding a student’s background can give an educator incredible insight into the student’s potential. ARD meetings were particularly demanding, because of the legal requirements and restrictions.