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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.
????, 3rd 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
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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.
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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.
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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
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elements needed for an effective lesson. The lessons will be consistent and
students will know what to expect.
Diana Rodriguez, Retired 3rd and 5th 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, 1st year special education
teacher. From Lara Huff.
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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.
Merit Phillips, high school special education teacher, 10 years experience,
Westlake High School, Eanes ISD. From Katherine Irvine.
In my years of experience, I’ve found the most difficult issue for teachers in
special education is dealing with implementation of normal curriculum into
mainstreamed classrooms. With special education classrooms containing mostly
students that are far below or behind grade level learning, sped (special
education) teachers must find innovative and creative ways to mix in various
academic criteria, while still teaching students the basics of how to function in
everyday life. For instance, I have a student with a severe case of autism. He has
a hard time remembering the steps to washing his hands after using the
bathroom. Yet, federal laws require sped teachers to teach the student how to
multiply integers. It is very difficult to grasp the fact that although the student
needs help doing simple everyday tasks (washing his hands, brushing his teeth),
we expect him to learn how to multiply fractions as well. Therefore, in
summary, I would say the most difficult task in special education is to
implement the standard academic subjects in special education courses and help
students catch up to grade level.
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Eric Jenne, special education teacher, 4 years experience. Blanton Elementary,
Austin ISD. From Andee Knutson.
I find it difficult to differentiate to meet kids’ needs two to three years below
level, yet prepare them for the TAKS grade level test. You see less progress with
these kids, so it’s easy to get discouraged. Meeting their needs is of utmost
importance (at their level) and yet support them on enrolled grade level and
TEKS.
Millie Canty, Interventionist. Callison Elementary and Yolanda Crawford, 5th
grade, Callison Elementary, Round Rock ISD. From Braulio GonzalezAlvarez.
The work environment. Special education teacher challenges are to work with
students with disabilities, but in the same time I enjoy the opportunity to
establish meaningful relationships with special education students. Although
helping these students can be highly rewarding, the work also can be
emotionally and physically draining. Special education teachers are under
considerable stress due to heavy workloads and administrative tasks. Teachers
must produce substantial amount of paperwork documenting each student’s
progress. In the same time, work under the threat of litigation against the school
or district by parents if correct procedures are not followed or if they feel that
their child is not receiving an adequate education. Teachers sometimes feel they
are trapped in the middle of district litigation and parent expectation. Recently
passed legislation, however, is intended to reduce the burden of paperwork and
the threat of litigation. The physical and emotional demands of the job may
cause some special education teachers to leave the occupation.
Anney Kao. Working on her master’s degree in special education, University
of Texas-Austin. Will intern in Pflugerville ISD in February 2009. From Wan
Sin Lim.
Special education discipline. Teachers often feel that because a child is sped
(special education) they cannot discipline them as they really need to be. I see
many occasions where sped children get away with more than they should
because the teacher is fearful of being too hard on them.
Brenda Gillen, special education teacher, Arlington, TX. From Lauren Field.
In special education there is a lot of paperwork that has to be completed on a
regular basis. For instance, all the ARD (admission, review, dismissal) and six
weeks reports paperwork have to be prepared for the ARD. All this goes along
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with teaching six classes and doing all the activities associated with teaching,
lesson plans, tutorials, and so on.
Ms. Ana Garcia, 7th grade math teacher, Dripping Springs Middle School.
From Miriam Lee.
One special education issue that teachers find challenging is determining a way
to meet the special education needs of each individual child in their class. Often
times, special needs children who are physically impaired or have learning
disabilities may occupy the same classroom as general education students. These
children may have hygiene, noise, sensory, or other behavioral issues that will
negatively impact the needs of others. Devising lesson plans to meet both the
needs of the students who require special education and the needs of the rest o
the class is a real challenge for teachers. These teachers will have to deal with
both ends of the behavioral spectrum every day, and usually must improvise
activities or instruction on a regular basis. Many times the special needs students
will be placed in their class. A teacher might not know ahead of time when a
special needs child will be placed in their class. Frequently a child with severe
needs will be placed in a resource class because there may be no other
environment for them. Because of staffing shortages, they might be placed into a
new lcass at any given time in a year, which can further complicate the issue.
Mrs. Sandy Anderson, special education teacher, 5 years experience. From
Steve Anderson.
During inclusion time, make sure all your students get the modifications they
need to be successful and having enough people to provide necessary coverage.
In one class, you may have 5 sped (special education) students with very
different needs and modifications. It can be challenging to accomplish this every
day.
Ms. Farra Copley, Menchaca Elementary School. From Rolando Negrete.
The most difficult issue is to modify academic instruction. It is very difficult
when you have several children in a classroom who are all about the same age,
but have drastically different learning levels. To be able to modify instruction, so
each child can learn from the lesson presents a difficult challenge on a daily
basis.
????, special education teacher at a private, state funded and non-profit
elementary school. From Kevin Brown.
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I feel the complexity of interacting and ensuring proper development of varied
grades and aspects of students’ ages (kindergarten to 5th grade) is a difficult
issue.
Albert Chapa, Barbara Jordan Elementary, Austin ISD. From Emilce J. P.
Perez.
I was not prepared for the challenges and needs of my students. I lacked the
organizational skills needed to keep up with the necessary documentation.
That’s why I switched from teaching special education classes to regular 5th
grade classes. It was very difficult for me to manage classroom time. Some
students needed more time on certain tasks and I often felt I was leaving
students behind. During my first year, I felt like I had failed as a teacher when
my students were unable to complete assigned tasks. I questioned my ability to
teach and decided to teach regular mainstreamed classes in order to gain
experience.
Ms. Sylvia Carmona, 6 years as a 5th grade teacher and 1 year as a special
education teacher. From Giselda Camarena.
In my experience, one special education issue I found most difficult to do was
run a first time ARD (admission, review, and dismissal) meeting with the
parents. It was difficult for me because in most situations the parents were
hearing for the first time that their child formally has a special need. That was
always very difficult on the parents. In turn, it was difficult on me emotionally.
Ms. Lauren Kentor, former special education teacher. From Megan Walton.
Getting the students to complete their work fully because they may not have a
desire to do so. It is necessary for them to do their assignments. This also ties
into behavior problems that will need to be handled. They can get easily
distracted at times and can also get off task too. This is something that is difficult
to handle.
Mr. Meckley. From Brad Meckley.
One special education issue that teachers find the most difficult is making sure
that an underpriviledged special education student is receiving the guidance and
support they get at school when they go home to their parents. Often these
students’ parents have more than one job and may be busy with more than one
child.
Ms. Martha Hernandez, special education teacher, retired. San Antonio ISD.
From Daniela Hernandez-Mena.
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Inclusion seems to be the most difficult thing for me to do. There are a lot of
students that prefer to just do the work themselves or work specifically with the
teacher. Unfortunately, I can’t work with every student one-on-one. When I do
get the students working in groups they are very easily distracted. It seems like
they need a silent room to stay focused which again we don’t have for every
student.
Suzanne Wallis, Andrews Elementary School. From Alexandra Becker.
Differentiation of instruction, meeting multiple grade levels at the same time for
different concepts and levels. This is very challenging to alter the lesson to suit
so many levels at once.
Ms. Heather Hatten, Martin Middle School, 3 years resource language arts and
8th grade inclusion, and 2 years general education in Washington state. From
Julie Edgeworth.
The main problem is usually behavior. Students would rather misbehave
than admit they need help. They are not willing to put in the time not
because they do not want to, but because they feel they will fail anyway.
Your other obstacle will be little or no parental support, no response
to phone calls. You will always know which students’ parents are supportive
without ever meeting the parents, BUT if you are interested in them and they
know that you care they will go through fire for you.
????. From Zoe Howard.
As a middle school SPED (special education) teacher, I have had a huge problem
with students being “passed along” because of their SPED label. What I mean by
this is that somewhere along the way somebody decided that they really couldn’t
be challenged so they allowed them to make it on only the bare minimum. Then
when they got to me in middle school, they can’t add, subtract, multiply, work
with simple money, or any other simple math concept. When I’ve asked my
students why they feel they are so behind, they tell me that nobody has believed
in them because they are stupid or because they are in special education. It is sad
that some feel like these students can’t be challenged or can succeed with grade
level curriculum no matter how far behind you may think they are.
Michelle Holler, special education teacher, 2 years experience. Pflugerville
Middle School, Pflugerville ISD. From Veronica Rodriguez.
Setting up the proper ARD (admission, review, and dismissal). We’ll get training
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on how to select the correct TAKS test for our students. We think we have
everything just right and then the rules of the game change. We end up having
to do TONS of amended ARDs to “fix” what we thought was the right thing to
do. VERY UNCOOL!
Mrs. Tiner, special education teacher with 20 years experience. Kelly Lane
Middle School. From Pam Brown.
I think the most difficult issue for special education teachers is differentiating
between students when teaching a lesson. Every student either has a different
disability or different severity level. It is extremely difficult, not only to plan, but
also to spend enough time with each student. It’s important to be able to trust
your assistants with this, if you have them.
Jacob Thomas, 3rd year special education teacher, grades 10-12th. Round Rock
High School. From Kate Moorhead.
Students are who are in Special Ed. are already behind and they have a difficulty
learning. So the teacher is fighting on all sides to get the child to where they need
to be. The problem to is that they need more individualized instructions and they
have further to go than the other students.
Lauren White, 4th year special education teacher, Williams Elementary, Austin
ISD. From Amrit Ramos.