Special Ed Pre-K Teacher Needs Help!!!!

Discussion in 'Special Education' started by amylibra13, Sep 9, 2017.

  1. amylibra13

    amylibra13 Rookie

    Joined:
    Sep 4, 2017
    Messages:
    11
    Likes Received:
    0

    Sep 9, 2017

    I am in California. I'm a first year special ed pre-k teacher in a public school. I have taught preschool for 10 years, but this is my first time teaching pre-k SDC. I have 10 students at a time and one paraprofessional. I have a mild/moderate credential but most of my students seem to not fall into that category (based on observations from the SLP and OT). Most of my students have autism as primary disability and speech/lang impair as a second. I have 16 students on my case load (but not 16 in the classroom at a time). The district did not give me any materials or curriculum. I got 2 old bookshelves, some chairs and 2 tables. That was all. No books, no pre-k shelving (like 30" laminate shelves), no instructional programming, no toys, puzzles, manipulatives. I don't know how they expect to meet everyone's goals with this environment. Also they are expecting me to help these children toilet learn, I have no toilet in my classroom (or even sink for that matter) and when we take the students to the restroom we need to abide by the rule of 3 (2 adults one child/ to ensure there is always witness to protect both the child and adult). I am feeling so overwhelmed and need some advice. i have a mentor, but she is the k-3 SPED teacher. I have bought lots of materials for my classroom after being fed up after a month (I labeled everything), this was only because I was fortunate to be able to afford some materials. I'm not really sure to turn any advice would be helpful.
     
    Last edited: Oct 11, 2017
  2.  
  3. Preschool0929

    Preschool0929 Cohort

    Joined:
    Sep 2, 2012
    Messages:
    536
    Likes Received:
    88

    Sep 10, 2017

    Sounds like you have a few different issues. For classroom materials/furniture, that's a district issue. Talk to your principal, spec ed department, preschool dept, whoever is in charge of budgets to help. If there's no funding, do a donate page online for classroom materials. I follow the blog "considerate classroom" for lots of prek spec ed activities, most of which can be purchased at the dollar tree.

    For the bathroom issue, I would talk to your principal about providing an extra person to assist with toileting. That way you can stay in your room and have 2 paras take students for bathroom breaks. We don't have to do the "rule of 3" here....even in the FMD classrooms, 1 para just goes in and does diaper changes. Plus, everyone is toilet training or needs help in preschool.

    My classroom has 19 students, a blend of mild/mod/severe. I teach 2 sessions, so I have a total of 38. I definitely feel you on having a high case load. It's a lot to differentiate and a lot of materials to create. Let me know if you have more specific questions about managing everything!
     
  4. amylibra13

    amylibra13 Rookie

    Joined:
    Sep 4, 2017
    Messages:
    11
    Likes Received:
    0

    Oct 11, 2017

    How many paras do you have?
     
  5. Preschool0929

    Preschool0929 Cohort

    Joined:
    Sep 2, 2012
    Messages:
    536
    Likes Received:
    88

    Oct 12, 2017

    I have 2 paras for 19 kiddos.
     
  6. amylibra13

    amylibra13 Rookie

    Joined:
    Sep 4, 2017
    Messages:
    11
    Likes Received:
    0

    Jan 12, 2018

    I have extremely varied skill levels, both in terms of academics and social emotional. I have 2 students who hit, throw chairs, and flip tables (yes they are strong enough). Most of my students are nonverbal with limited auditory comprehension and I have two with orthopedic impairments (one uses a walker/ sometimes wheelchair/ sometimes neither and the other has no support devices), and a crypto eloper who also mouths everything (and teethers do not work). Do you have any ideas or advice about how to create a safer environment for all my students? We have a very structured routine that is the same everyday with just some variance in our morning small group activity work. I have tried tangible reward systems, favored activity rewards, social stories, social videos, modeling, emotion charts, and none of it seems to support these students. My students are ages 3-5.
     
  7. Preschool0929

    Preschool0929 Cohort

    Joined:
    Sep 2, 2012
    Messages:
    536
    Likes Received:
    88

    Jan 15, 2018

    You definitely have a lot to juggle. It can be really difficult. What are the triggers for the behaviors? What types of reinforcement protocols do you have in place for your behavior students? When do the behaviors typically occur during your day?
     
  8. amylibra13

    amylibra13 Rookie

    Joined:
    Sep 4, 2017
    Messages:
    11
    Likes Received:
    0

    Jan 17, 2018

    Behaviors happen more during transition times, but there isn't any direct pattern that has been determined from my tracking, we use visual schedules, picture schedules, visual timers, verbal warnings, icon communication, sticker charts, preferred activity incentives as re-enforcers. There is no particular time of day. In addition I also do all additional academic assessments for all students turning 3 in the district. So I am trying to find the best strategies to balance the behaviors, still do assessments, work on goals, develop curriculum, and complete induction. I typically have 4-6 IEPs a week.
     
  9. Been There

    Been There Habitué

    Joined:
    Oct 4, 2017
    Messages:
    758
    Likes Received:
    447

    Jan 24, 2018

    IF YOU HAVE NOT ALREADY DONE SO, GO TALK TO THE DIRECTOR OF SPECIAL ED. IN YOUR DISTRICT TODAY! GIVE HIM/HER A COPY OF YOUR ORIGINAL POST WHICH CLEARLY DESCRIBES YOUR PREDICAMENT. AVOID ASKING FOR HELP. INSTEAD, ASSERTIVELY AND POLITELY STATE THAT YOU NEED IMMEDIATE TANGIBLE SUPPORT FOR YOUR PROGRAM.

    (DON'T SPEND ANY MORE MONEY EVEN IF YOU CAN AFFORD TO - CHECK OUT THE DISTRICT'S SPECIAL ED. BUDGET.)
     
  10. amylibra13

    amylibra13 Rookie

    Joined:
    Sep 4, 2017
    Messages:
    11
    Likes Received:
    0

    Feb 6, 2018

    The director of special ed does not care. She thinks it's a fantastic program. I have decided that despite it only being my first year in this district I will not return in the fall.
     
  11. Been There

    Been There Habitué

    Joined:
    Oct 4, 2017
    Messages:
    758
    Likes Received:
    447

    Feb 6, 2018

    Sorry to hear that. This is a familiar scenario. In my last school, there was a new EBD teacher every year. Even though they gave one teacher a district-wide Teacher-of-the-Year Award, she still left after one year. Good luck to you!
     

Share This Page

Members Online Now

  1. YoungTeacherGuy,
  2. Leaborb192,
  3. TrademarkTer,
  4. MAteacher,
  5. Ms.Holyoke,
  6. MrsC
Total: 582 (members: 10, guests: 506, robots: 66)
test