Reply to Near half of MCPS full-time teacher voids fall within Special Education

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Many sped teachers are fleeing to ESOL
You are still helping students but the work load is easier [/quote]

There’s less paperwork, but many EMLs in MCPS are twice-exceptional. Last year, all but two of my EML students had an IEP and all but two of my IEP students were an EML. Often, it is unclear whether limited language proficiency or a LD is the cause of a failure to grasp a particular skill or piece of content. I was very happy to be the general students.   [/quote]

I have EML students who have significant special needs that are beyond language learning. The whole system is designed to deprioritize these students. An intervention for testing at the International office needs to be institutionalized. Instead, these students are simply passed along to schools.Without IEPs, these exceptional students have the rights as any mainstream student. They need more, but it takes up to two years.[/quote]

Seen it happen where kids who were EML and it took years for them to qualify for services if they had been monolingual they would have been getting services a lot faster [/quote]

+ 1 - I am a middle school ELD (ESOL) teacher who has two students with significant exceptional needs - no IEPs for either yet. We are going on two years with these students in mainstream classrooms. One neurologically diverse male student is taking an interest now in girls. He has closely followed one girl physically on several occasions and I keep a close eye on him in my mainstream classroom to stop this. I am concerned that he will try to touch her. I tell my AP and document these occasions in Synergy, but please God, have a school psychologist examine this student and have the school district find him a place in the appropriate learning environment. [/quote]

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