Do you think schools/teachers are *formally* told to try to reduce/limit IEP services?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. I’ve never been told to do this. I will admit that it can be overwhelming. In a typical year, I may have 150 student overall. 40 of them may have an IEP or 504. I’m overwhelmed. It’s hard to respectfully follow each student’s plan. For example, one test may require 6 different versions to accommodate different needs. I have to create those tests. Some need to be given under different scenarios. (This student needs me to write for them. This student needs me to read all questions out loud.) I have to stay after school to accommodate that. I’m already working 60+ hours a week. Yes, some things slip through the cracks. I’m trying. I’m always trying. I’m just one person, however, and I’m being asked to do the work of three. No, I’m not ignoring IEPs and 504s. I just can’t do it all.

If you can’t do it all, then why aren’t general education teachers advocating for students to have more para educator and special education teacher hours? Those hours would supplement the time spent administering the tests with appropriate accommodations.

We are! We’re always asking for more support. The problem is there aren’t enough special education teachers or para educators. We are facing massive shortages. That means these responsibilities fall on us, the general educators. I am a meticulously organized person, yet I can’t keep up with the demands of my classroom. One test equals about 15 hours of accommodations that I have to meet. I’ll be completely honest: I’m always looking for other jobs. I love what I do, but I can’t give of myself more than I already am. This job takes, and then takes more.

If you can’t keep up you’re violating federal law, or the school is. I’d write the principal and superintendent a nicely worded letter telling them you will no longer be part of that and they need to give you help or you’re going to regular Ed effective x date. Or just quit like everyone else has.

I’m sorry that my personal best, which takes away from my own life and my own special needs child, isn’t enough for you. I could write 100 nicely-worded letters. It won’t make a differences. Nobody is applying for these jobs. Your choices are: you can have me, a sincere person doing her best against overwhelming responsibilities or a long-term sub. Those are your choices. I’m working HARD for you. I can’t do any more than I already am. If I quit, you’re left with less than you have now. Threatening me with “ you’re violating federal law” doesn’t help. I KNOW that. I’m trying to FIX that.

On behalf of my SN child, thank you. Please don’t give up on us. So many are leaving and our children are suffering.

I’m the PP. Thank you!

I just went to my own child’s P/T conferences this week. She needs so many additional supports and they aren’t being met right now. I know her school is doing the best they can, but they are short staffed and overwhelmed. I feel for everybody. I know my child is suffering. She hates school and she feels her teachers don’t care. They do! They are just spread so thin. She doesn’t understand that, of course, and from her perspective they are unsympathetic. What I saw are overwhelmed teachers. They care about her and want to help, but she is just one of their myriad of daily responsibilities. I feel bad for my kid, who needs more. I also feel bad for her teachers. It’s sad all around.

I think that’s why I throw myself into my job so much. I feel helpless when I work with my own SN child.

+1. My DC is suffering too. Says that the teachers don’t understand them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don't think they are told that in so many words, but their caseloads certainly give that message. It's common for a special ed teacher to push in to work with, say, 5 students for an hour and count that hour toward all of their service hours, even though she is necessarily splitting her time among all of them.

+1. This is exactly what she does.

Sped teacher here - this is actually the expected practice in schools that are Home School Model schools. The hours on my student's caseloads do not indicate that their hours are given in a one-to-one ratio (unless they have a one-to-one dedicated paraeducator). If that were the case, we would need many more special ed teachers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't think they are told that in so many words, but their caseloads certainly give that message. It's common for a special ed teacher to push in to work with, say, 5 students for an hour and count that hour toward all of their service hours, even though she is necessarily splitting her time among all of them.

+1. This is exactly what she does.

Sped teacher here - this is actually the expected practice in schools that are Home School Model schools. The hours on my student's caseloads do not indicate that their hours are given in a one-to-one ratio (unless they have a one-to-one dedicated paraeducator). If that were the case, we would need many more special ed teachers.

+1 This has been the practice my entire 20 years of SPED....this practice is not due to the shortage. Now SPED teachers who have 3 and 4 grades on their caseload thats a shortage and poor planning issue.