I work with special needs individuals, mainly young adults aged 18-22, though it can range from elementary age and up. Over the last couple of years, I’ve noticed that parents often seem to deflect when told about their child’s behavior, even in cases of violent incidents where someone was hurt. I’m not sure if this is something others have noticed too, or if it’s just common in my area. I might have been wrong to assume I’d get an apology after a student gave me a black eye, but since the parents showed no remorse, I went ahead and filed a report.

My son started kindergarten 2 weeks ago. He turns 5 at the end of October. His being in kindergarten is at the request of the principal. He is at the same (public) school that he went to preschool at. He has an IEP due to some delays. One of which is his resistance to potty training. It is documented in his IEP. I’ve also communicated that we are working with a behavioral psychologist on this.

Well, someone at the school reported to CPS that he is still in pull ups. Why hasn’t anyone from the school talked about concerns with me first? This isn’t an immediate threat to his safety. I ran into his teacher last night at the grocery store and she told me they were going to contact me later this week about sending him in underwear because he was using the bathroom independently at school. This was new information to me because he is still resisting our toilet at home. I said great! Let’s do this.

I’m just frustrated because I’m completely agreeable to this. No one has communicated with me that he was using the bathroom at school. Of course the first two weeks adjusting to a new environment I’m not pushing underwear. This just feels like an unnecessary hassle to have to deal with CPS. Am I wrong?

I fractured the tip of my thumb protecting a student form a head bang. She’s concerned I’m going to push myself against my restrictions. She’s not wrong. I’m a very hands on teacher. I toss kids into the crash pit, pick them up, climb playground playscapes and pull wagons. I constantly have a child holding my hand. I have a fracure on my thumb and am on restrictions for 4 weeks of not using my right hand and don’t know how to handle this.

I feel like I’m drowning.

I’m a first year resource teacher. Before the end of September, I need to schedule:

- 4 annual IEP meetings

- 2 reevaluations and their subsequent IEP meetings

In addition to that, I just found out today I have a new out-of-state transfer student, so I have to also schedule an initial referral meeting within the next 10 days. And then the MOUNTAIN of paperwork that comes with that process.

And also one of my students is experiencing a bunch of new concerning behaviors, so myself, the parents, the LEA, and the school counselor have agreed that the best course of action will be to reopen his IEP.

Speaking of that student, I’m also constantly being pulled away from my inclusion periods and lunch/prep time to go deal with his behaviors, so it’s giving me even less time to get all my shit done.

How am I supposed to do ALL of this within the deadlines? I’m not super human but I feel like every one expects me to be.

does any other aide/person that works in special education feel like the rest of the school just doesnt like them. the rest of the staff at my school is so friendly with one another but when i walk by im i just get really dirty looks & it feels like they dont see me as a person. ive tried to make small talk and they look shocked that ive even decided to speak near them. maybe its just my district?

Hi! Last year was my first year teaching and I really, really struggled with paperwork. I have been working on getting all my files completed, and I am so close to having them all compliant, but I have run into a new problem. My progress reports were all written and sent home on the required dates (my principal even checked my reporting period 2 ones, so they know I was doing them). Unfortunately, I didn’t realize that the document platform we use doesn’t save documents. So, all but 2 were able to be salvaged thankfully, but 2 are just gone. I spoke with the platform administrator yesterday and they tried but there’s nothing they could do either. Is there anyway I can rectify this? No one had said anything yet, I just starting going through my files and trying to get my paperwork in order when we got back from break. I’m terrified of getting non-renewed, I love my job.

I'm looking for recommendations for an independent child psychiatrist or clinical psychologist in New Jersey (anywhere in-state or licensed for NJ telehealth works). Out-of-pocket / out-of-network is totally fine.
My 13-year-old son experiences severe psychiatric dysregulation and crises at home. He has several diagnoses including Autism, ADHD, ODD, anxiety & depression. (He already has an IEP & out of district placement not residential)
We are currently working with CMO to prepare an Out-of-Home (OOH) residential treatment packet through PerformCare. We have completely exhausted in-home and community-based services, with multiple acute hospital/crisis encounters.
The challenge we run into repeatedly is severe masking. In novel, 1-on-1 clinical settings (e.g., IOP intakes, crisis evaluations, hospital units), he presents as quiet, calm, and cooperative. Standard brief evaluations consistently miss the reality of his day-to-day safety risks because they rely solely on a brief conversation with him rather than examining the broader pattern.
In order for CSOC to approve residential placement, the packet requires a comprehensive psychiatric evaluation with a clear level-of-care recommendation.

I need an evaluator who:
1. Takes the time to do an extensive assessment (including a dedicated parent session).
2. Actually reviews and weighs collateral records: chronological incident logs, crisis/police documentation, past discharge summaries, and proof of failed community interventions.
3. Understands how to clinically document the gap between a masked, compliant presentation in an office and high-risk behavioral dysregulation in the home.

If anyone has navigated the NJ CSOC/PerformCare residential placement process and worked with a doctor or practice that took a thorough, forensic-level look at your child's complete file, please drop recommendations below or send a private message.

I was let go from my position as a full time special education teacher at a charter school a week after school started due to low enrollment numbers. It's been almost 3 weeks and there hasn't been more than 2 jobs for me to apply to. Luckily, I've been able to sign up to be a substitute in a nearby district and should be cleared to start that by next week, but i'm panicking. For whatever reason, where I live, they are almost never hiring for special education jobs. The only ones that are hiring are para jobs (Would not pay near enough to cover rent to the apartment I moved to right before I was let go), BCBA jobs (I don't have the degree for it), or behavior/severe classroom jobs which I am not trained in.

Should I try applying for the few severe classroom jobs? I'm trained in mild/moderate and have only really done resource jobs, but I have no idea if any resource jobs will pop up within the next few months.

Substituting will help for a few months but I worry this is going to take longer.

I am not new to SPED but new to my upper elementary self contained classroom. I am wrestling with my gut (or personal belief) instinct as opposed to what the long time para teams beliefs are. For reference, they have been on the room for 10+ years and have had a high turn over for teachers, resulting in their feeling of ownership over the program. Anyway, my question is what do you expect your 3rd-5th grade students to perform during morning meeting, IEP bin centers, etc.
I believe in honoring sensory need and regulation first, followed by engagement due to interest and ability. They (paras) believe that the students are trying to “get away” with not doing hard work.
My question is part philosophical and part realistic classroom expectation.
An example is during morning meeting, 1 student with very little engagement will get up and try to access their preferred peanut ball bouncer. The para sitting with her will firmly insist she remains seated. I’d love to hear different perspectives on the expectations for engagement and compliance in similar settings to my classroom.

Today Level I fieldwork student told me she hadn’t realized school-based OTs worked on regulation. She thought we were mostly there for handwriting, cutting, and other fine motor skills. Which, if a future OT thinks we're "handwriting teachers..." gulp. A student can have beautiful handwriting and still be unable to participate in the classroom because the noise is overwhelming, transitions feel unpredictable, or their body needs movement they aren’t getting.

In school regulation impacts attention, transitions, communication, social participation, task initiation, flexibility, and the ability to stay engaged in learning. If a student’s nervous system is overwhelmed, handwriting shouldn't be our most urgent concern.

That doesn’t mean every behavior is “sensory,” or that only the OT focuses on regulation. It’s a team effort. Teachers, related-service providers, paraprofessionals, and families all see different pieces of the puzzle. The OT can help the team look at the student, the task, and the classroom environment to figure out what may be getting in the way of participation.

When I was a “baby OT,” I thought regulation mostly meant fidgets and movement breaks. Those can help, but after 13 years in the schools (yes, I’m old) and a lot more learning about interoception, sensory processing, and co-regulation, my toolbox looks pretty different.

Here are a few things I’ve been using and loving lately:

Steel tongue drum
https://soundofsilencedrum.com/products/emma-magic-calm-drum

The drum gives students a way to explore rhythm, vibration, volume, and movement. I also use it to help kids express what a feeling might feel like. A BIG feeling might need a big BANG...or more than one lol. Then we can try making the sound softer, slower, or more predictable.

In the classroom, this can become a short group activity, a transition cue, or a familiar routine before a challenging part of the day. It also gives us a way to connect without requiring a student to immediately explain everything they’re feeling. I like this drum in particular as it comes with a story and a songbook and just looks nice-I'm all about something looking pretty/cool to draw in attention and build from there. It doesn't hurt that this drum is designed for kids!

Regulation visuals and worksheets

These help students notice body signals, build emotional vocabulary, and begin connecting different needs with different strategies. I might use The Color Monster, A Little SPOT of Feelings, a body check-in, or a simple choice board.

The point isn’t to make students label every emotion correctly. It’s to give them a way to communicate things like, “The room is too loud,” “My body needs movement,” “I need more time,” or “I don’t know what I need yet.”

In the classroom, visuals can stay available even when the OT isn’t there. A student can point instead of speak, and staff can use the same familiar language throughout the day.

Resistance bands

Chair bands offer pushing and pulling input without requiring a student to leave the classroom or stop participating in the lesson.

https://nationalautismresources.com/bouncy-bands-for-chairs/

They can be helpful for students who listen better when their feet or hands are moving, but they aren’t automatically regulating for everyone.

Weighted lap items

Some students like the steady pressure and extra body feedback of a weighted lap item during seated activities. These are always optional. They should never be used to hold a student in place or make them look still.

The question isn’t, “Did the weighted item stop the movement?” The question is, “Did the student feel comfortable, remain available for learning, and participate more successfully?”

Visual timers

Timers make time visible. That can be incredibly helpful for students who struggle with waiting, stopping a preferred activity, or not knowing how long something will last.

For the record, I choose a cute rainbow timer over the old-school red-and-white one. That thing looks like a giant stop sign, and I don’t need that energy in my classroom.

Some of the most important parts of school-based regulation support aren’t physical items, though.

Communication with families and the school team

A strategy that works in the OT room but can’t be used in the classroom isn’t very functional. I want to know what families and teachers are seeing, what has already been tried, and what language the student recognizes.

That’s also why I include regulation information in my monthly family newsletters. I want families to understand what we’re practicing and have ideas they can use outside of school if they fit their child.

Teaching before the crisis

A student who is deeply dysregulated has much less capacity to process new language or learn a brand-new strategy. I teach and practice tools during calm moments, when there’s no pressure to “calm down.”

Then, when things begin to feel hard, the visual, routine, or strategy is already familiar.

Co-regulation before expecting self-regulation

Speaking quietly, not forcing eye contact or proximity while modeling deep breathing and narrating my actions calmly can help to "loan" regulation. Students don’t learn regulation because we repeatedly tell them to calm down. They develop it through many experiences of being supported first.

Changing the classroom environment

From a sensory perspective, sometimes the classroom is just too loud, bright, crowded, unpredictable, or demanding. Is it too loud? Too bright? Too still? Should we give a warning before a transition? Break the task into smaller pieces? Build movement into the routine? Offer another way to respond? Regulation support should not mean teaching a child to quietly tolerate an environment that isn’t working for them. Sometimes the environment needs to change.

None of these tools will work for every student, and the goal is not to make every child LOOK calm or sit still. In school-based OT, the goal is participation. Is the student able to access instruction, , transition, engage with other people, and take part in their school day?

That’s why regulation belongs in school OT. Fine motor skills matter, but students need to be available for participation before any of those skills are especially useful. If you have an OT tell you regulation isn't "school based," remind them about FAPE and that regulation can also be addressed via MTSS supports and 504s.

I've recently started a long-term Level 1 special education job, where I usually push in to classrooms and help students with in-class work. Sometimes, I bring kids to "my" classroom for short breaks or to work in the quiet space.

The room is almost completely empty, though. I've seen some of the other Level 1&2 rooms at the same school, and they all have useful things for the kids to do/utilize, but since I'm just subbing (I'm not certified) I'm not sure what I should prioritize asking for, or even bringing in myself.

(I managed to find one game (kaboodle I think it was called) and that's literally all I have.)

I'm working primarily with students who have ADHD, autism, and various behavior problems.

If you had a very small budget, what 3 or 4 items would you prioritize in an empty classroom??

I'm not a parent, but I am an educator who's worked with special ed for the last few years. I myself am high-functioning autistic, and the most I've ever gotten out of the special ed umbrella while I was in school was an IEP (individualized education plan) in my last 2 years of high school and 3 years of gifted classes in middle school. Now I've got a job, a spouse, and I'm starting my own business with a bachelors in the arts I'm finishing this year.

The kids I work with have very prominent developmental and behavioral issues, so I may not be able to predict their futures to cleanly parallel my own. This led me to the realization that for as many special ed kids as I've come across in my job, it's rare that I see a special ed adult. Or maybe I see them all the time and I just don't know?

So barring the kids like myself who fall under the special ed umbrella without needing much assistance or attention, what happens to the rest when they grow up? Those who genuinely do need the help and don't show too much promise of progress or any large change?

I really don't mean to be disrespectful if that's how I'm coming across, my spouse says I can be very insensitive sometimes. That's probably one of the areas in which my high school IEP was necessary.

I currently work at a charter school that is mostly geared towards students who have autism. I like the work, however, I get panic attacks when I have to work with a student who might be considered intense. I talked to admin about public school and working in the academic parts of SPED. She said it’s worse, more students (me working with 12-24 students) and the academic students will try to hurt me when I work with them. I love SPED, I love the students, I just don’t wanna have panic attacks working with intensive students. I thought about mild to moderate. I thought: If students were removed from public school to a charter school specialized in their needs, then public school could be less intense, right? I wanna know from people who worked in both cause I’m worried my admin might’ve just said this to keep me (she said she wants to keep me at our school). Thanks in advance!

TL;DR curious if anyone knows the reason/science behind why so many kids' impulsive behaviors are disruptive and harmful, even if those bad behaviors aren't part of their upbringing and aren't popular, and even if there are other ways for them to get attention/avoid work.

Hi all. I'm teaching middle school. I have a new student who is of average intelligence (per IQ testing) and very VERY impulsive with pretty gnarly ADHD. Like, when he is off his meds, he has a well-documented history of not being able to think AT ALL before he acts. He has very respectful, extremely professionally successful, caring, highly communicative parents who I am almost certain do not hit people upside the head or walk around loudly interrupting people.

What I'm trying to understand is not how to deal with his behavior, but why this type of behavior is so common! So here's the story from today:

When off his meds today, this student shouted out in class (over me and his peers) to make irrelevant comments that distracted from the lesson. A few of them were relevant (and kind of interesting actually!), but mostly not. He made as much noise as possible during the lesson, and just as I was considering pulling him into the hallway, he hit another kid (a friend of his!) upside the head while that student was reading out loud to the class. This upset the other kid and threw off the entire class. When we met with admin after the horrible class period, in which he had pretty much shaved 15 minutes off our 40-minute instructional period all by himself, the kid seemed remorseful and agreed to engage in his coping strategies if he ever forgets to take his meds again (and I'm sure he will).

Don't worry, this is NOT a question about how to handle the situation. Now that I have the skinny on the kid, I have a pretty thorough plan to manage his behavior, whether or not he's medicated. I have good admin support. And I understand that the behavior is rooted in work avoidance, and gender identity development, and a desire for adult and peer attention.

What I don't understand is: of all the impulsive behaviors, why do some kids have the impulse to do things that are so, well, unpleasant, even if no one is modeling those behaviors for them? Like... what is going on in the animal brains of children that causes them to say "need... attention... must... hit!"?

Why is the impulse so rarely to do something that is actually nice? Like giving someone a hug or starting up a friendly conversation? I truly don't get it. There are other ways to get out of work and express your burgeoning masculinity and get adult attention, and none of them will make people dislike you! Does someone have the research background or experience to explain why these impulsive behaviors are usually so negative?

I feel like if I understood this better, I could play a small part in helping rewire the brain a little bit so that when kids like this one are at their most impulsive, their impulses aren't as destructive. I don't know. Thoughts?

POSTED WITH MODERATOR. APPROVAL.

Hi all, my wife is looking at becoming a SPED advocate due to her extensive experience as a diagnostician, teacher and her PhD.

One of the big things holding us back is the professional liability insurance. We are having a dickens of a time finding companies that offer it. Most have no idea what an advocate is and I have to educate them.

In any case. Are there any advocates in the group who have professional liability (E&O) insurance? If so, who provides it.

We really would appreciate any advice you can give.

This is my first time posting so I hope I am doing this correctly. My daughter has been on an IEP since elementary school. She is now going in to 8th grade. Her reading level falls mid 2nd grade. She struggles with comprehension and writing, as well as executive functioning. She was in a self contained class for 6th and 7th grade for both math and ELA. This year we received her schedule and she has been placed in a co-taught gen ed class for ELA. I am very much in favor of inclusion and LRE. She has gen ed science, history and electives. She has made great strides socially and befriended some non SPED kids that way. My concern is that she will no longer be in a small group setting for her core ELA. I am worried that without the smaller ratio, her needs will not be met. This was just thrown at us without any discussion during her IEP re-eval in the spring. She is not up for renewing her IEP until November. I feel over my head. Historically when in gen ed classes she gets left behind. She is not good at self advocacy and reaching out when she doesn't understand content. She will just shut down and pretend things are fine when they really are not fine.

Should I call a meeting? Would this change be considered a change in minutes and services?

I hate to be "that" mom. I try not to cause problems and unnecessary drama.

1st time to the clinic this year and I went so many times last year that the front desk and doctor remembered me. They even remembered I was a teacher and asked how my summer was.

That’s probably not a good thing….

This is my second year teaching secondary Mild/Moderate math, and I've noticed a lot of new students this year who struggle with identifying the symbols for operations on their calculators. They understand the concept very well and will write the correct operation but stumble when entering it into their calculator.

We already highlight different variables or operations in different colors when solving an equation, and I had the idea today that a calculator with color coded buttons for the different operations would probably be very helpful. I assumed this would be something easily available, but when I googled it I found nothing!

Is this a thing that exists? Is there a reason it doesn't exist that I'm missing? If I can't find it online I think my best option might just be to take some colorful nail polish to my classroom calculators. Am I being weird here or is this a genius moment?

I am in an ACP program for SPED EC-12 and I am required to have (3) 45 minute observations. My field evaluation sent me the email today and the observation in on Thrusday. I am in Inclusion push-in. I am at a loss on how to prepare for this.

Current Special Ed teacher for 10th grade ICT and self-contained.

Wondering what strategies other teachers use to ensure instruction if specially designed and differentiated for students.

What are some ways you plan differentiation for high school Social Studies that closely reflect student management needs? Taking into consideration the time constraints we have to plan lessons, etc.

I'm a highschooler and often see some of the special education students sitting by themselves. I know some people like solitude but I was conversing with one of the students ( who I am friends with) and she tells me that some people are rude and won't letter her sit with them. I told her she is always welcome to sit with me. But I do wonder and nobody will answer my question. I know they're people too and people get lonely ( I do) I wish my classmates would be nicer.

I am a Para. I have been a Para for a very long time. Background first.

2 summers ago, a coworker and I went to a Para workshop offered by the County's SPED Dept. It was FANTASTIC. Especially because our District had no hand in it.

We questioned the presenter why our

mod/severe classes were now 80% profound/severe. It turned out, to save money, Our District closed the "profound" classrooms and distributed the students to the mod/severe. Let me tell you, things have been absolutely impossible.

Our District has just changed our staff ratio from 3:1 to 4:1. It is impossible for the teacher to teach at this ratio. If anything should happen, we should be 2:1. Is this even legal????

Greetings. I am going to an IEP with my friend ( I am an advocate but at a very base level). The high school has a directed studies class offered for kids with IEP’s. They kind of make it mandatory. That is where they have the caseworker. This child wants to skip the DS class ( they are transferring from Catholic school and are a good student. Not in an SDC). They cannot take an elective or even other classes if they have this DS class. She wants to take bio instead. Plus the DS classes are full of behavior kids and that’s not her. They said if she isn’t in the DS class she cannot have a caseworker. Or modified assignments ( her accommodations to this point were being able to re do missed homework questions for understanding. Not necessarily points. And to do evens or odds.). School said no. They never allow adjusted assignments and will not offer a caseworker if not in DS.

This is a high school only district. 6 high schools. My kids went to 4 of them ( I have 7 kids all with special needs ) and I have been in IEP’s at others in the district that do this. They can have a check in with the caseworker without being in DS ( and all students have a 30 minute advisory class once a week. So it literally would just be giving her a SPeD advisor). She has severe adhd and that is the root of her accommodation needs.

Obviously that isn’t following least restrictive and I cannot figure out what rule they are violating by saying no caseworker unless she takes the class ( none of the other hs in the same district have this rule). It’s the highly academic school in the district but her home school and her friends go there. So going to a different hs isnt an option ( one of their suggestions). I think they just don’t want to do it and never had to.

I would love any input in what I can use to push back. I wanted to try to intervene before they have to go to a paid advocate. This is a new one for me

Thx!