Background: I'm an Australian speech-language pathologist (SLP). I work with school students, but not in schools. Our special ed system is very different to the US one. I've been reading up on IDEA, and I'm really confused about something: How do school districts handle the legal consequences of IEP/504 accommodations that they don't have the resources to meet? And why is it a negotiation?

It looks (from what I've read) like IDEA is an unfunded mandate, and I can see that multiple courts have ruled that staff shortages are not an acceptable justification for not adhering to IEPs. What happens next?

Scenario: A small rural school district needs more paras to comply with the requirements of students' IEPs. They cannot find enough paras. A family threatens to sue because FAPE is not being provided. The district does not want to be found to be violating IDEA. Do they offer above-market rate and a relocation package to paras to encourage them to relocate from other places? What do they do if the cost of hiring paras becomes more than hiring teachers? Are they expected to just keep hiring paras even though it would make more sense to hire teachers? Do courts actually end up punishing districts by mandating compliance, removing funding, etc.? If the cost of non-compliance is so high, how much are districts willing to spend to avoid being slapped with a court ruling?

And why is it treated as a negotiation? I keep seeing "an advocate bullied the district into ___," or "the parents refused to agree to anything less than ___." What's the typical outcome of due process hearings? Do they usually side with the family, or the school?

I get that the everyday answer is "we get told to do more with less." Caseload size is a common lament on r/slp. It sounds like many of you are drowning in a system that's not resourced for you to do your best work, and you have my enormous respect.

(If anyone is wondering, the Australian system is not all sunshine and roses. FAPE here means we have many 'specialist' schools which service only students with disabilities - think self-contained classrooms, but a whole campus for 120-450 students. Students with lower support needs are provided with additional support in GenEd classrooms but it's funded by the each state government's Department of Education, and it's not a negotiation - funding is generally allocated based on student need according to a set of rubrics. Suing the DoE is a very different process here because we don't have the same tort law structure the US does. You can do it, and I've seen it done successfully, but the system is much more set up that the Department says "we will meet your child's needs as best we can, and we will provide extra support as needed, but our system focuses on procedural fairness in allocating the resources we have between all the students who need them, and that means we can't do everything for everyone." Depending on the government and its budget priorities, this can make work more or less miserable for the average classroom teacher.)

This was brought up in class last night. Ive always wondered the same as my son has had one since he was a baby. Why do paras never attend i e p meeting?? The para usually has more time with the students then case workers do?

Is there any document out there on how to determine service minutes? I have a student with high service minutes and we are now having trouble fitting them into his schedule, which has him fully included but pulled out for his service minutes. It a middle school kid.

I have some kids, one in particular, in my class that really need messy play. They love it, it calms them, helps them regulate, and of course all the other usual benefits. However my classroom space makes it simply a nightmare.

There's carpet everywhere, and this student seeks out that carpet if I put down a drop cloth, in order to grind the mess into it. Nothing ever stays in a tub or on a tarp. Not to mention that they love to smear themselves in whatever it is. They won't wear and apron and they are completely anti going outside to the playground. I really want to help this student access the play that they need, but I can't spend an hour every day scrubbing the place clean and soaking up puddle afterwards! Any ideas?

I've requested a change to the classroom with the admin, but right now there's no money.

Hey all, school-based OT here. With the incoming school year just around the corner, I wanted to take some time to ask other mod-severe/SDC/ESN teachers and staff what has been most successful when collaborating with your school OT.
Whether it’s how they’ve setup their push-in services, a resource or material they’ve put together, their style or method of ongoing communication,etc.
On the flip side, what’s something an OT has done that was simply unhelpful or unrealistic in your class’s routine?

I am 20 and currently work as an assistant in a special education class at a school and i live in california specifically the sacramento area. I just got my associates degree and the school year is about to start at my job. My current plan is to teach this year in sac and move to the bay area in the summer (which is paid). I currently have my own apartment and plan on moving in with family starting in october just until the summer so I can save to rent a room. My only concern is that i am going to have to leave my school district at the end of the 2026 school year if i plan on moving and im wondering if i should find a new job first and then move or move and then look for jobs? After moving out and saving for the months that i dont have rent, i would realistically be able to afford 2 months rent while being unemployed and searching for a job. This is my first time relocating and need advice if anyone has experience with the job hunting part

Just wondering if there’s anyone who can share about their or their child’s experience attending Amelia Earhart in Alameda, with an IEP.

Hello! I am an incoming first year, mild/mod, K-2nd SDC teacher. My incoming caseload is: two kindergarteners , four 1st graders, and two 2nd graders for a total of 8 students. I actually spent all of this past Feb-May with 7/8 students as I was a long-term substitute for them.

I have no clue what materials I need, how to set up the class, how to organize the class! Any ideas or recommendations would help! Or even asking me questions to get the ideas flowing would be great!

What do I need in terms of materials?

- I see some colleagues and others asking for donations in the form of Amazon wishlists but I’m not even sure what I really need. Would it be weird if I asked for money donations instead until I know what I need?

How I should physically set up my classroom?

- I have no idea how to go about setting up small groups because of how diverse my learners are. Or even doing whole group.

I'm a k-5 resource teacher providing compensatory services over the summer. This year I'm working with a 6th grade student on their math skills for two hours a day, twice a week. The IEP goal is as follows: By their next IEP, (Student) will solve go from solving 3rd grade level computational problems to 4th-grade level computation problems involving 3x1 multiplication, 3x1 division, and addition of fractions with like denominators with 80% accuracy.

How do I structure our compensatory time? I've never taught multiplication or division before. Am I even supposed to be teaching anything at this point? A colleague suggested worksheets but I feel like that could get boring over 5 weeks. Thanks!

Hello, I am seeking advice from everyone regarding a job decision I have to make. I’m currently an RSP teacher and make around $85k. I am also a licensed attorney and recently got an offer at a firm of $135k as a special education/student attorney. I am wondering if anyone has any thoughts about what I should do? I have until the end of the week to decide.

So I just found the small school where I work as an in-person SLP has opted to go with a remote OT with an in person EA supporting students during sessions, and I am totally bummed. Kids start back this week. We have a lot of kids with both high regulation needs (ND and EBD/trauma) and fine motor needs. The previous OT and I had been advocating for major changes to our school’s K classrooms, including task boxes with fine motor activities, visual aids/schedules, explicit instruction in self-calming strategies, clear routines, group rotations in class with us alternating leading small groups along with SpEd staff and the teacher. Apparently at the last minute that OT’s agency reassigned her (no heads up given to the school). We were also planning to use the OT room as an alternative recess location with us facilitating peer interaction and play.

Anyway I am no fan of teletherapy for young kids with high needs. I realize some remote communities are really strapped and something is better than nothing, but we live in a city. I also know that some speech therapists work hard at making their online sessions engaging, but OT seems so hands on. How does that even work?

Has anyone had positive experiences with remote OTs at their schools? Any advice?

I will be starting my first special education teaching job very soon. I am a first year teacher. I will be in an elementary special education classroom. I will have 3 paras in my classroom with me. I know I will really appreciate the help. These paras are older than me and have much more experience. I know they will have great advice to give, but I want to ensure I have some control of the classroom. What is the best way to approach this? How do I respect them but also ensure they respect my place as the teacher?
Also I have a small room. Any ideas on how to give them their personal space while still having room for the students. I’d love any tips for getting everyone on the same page, and getting along with one another.

I am starting alternative certification program and I don’t know which one to choose please help!!!!

Hey everyone! I'm currently an undergrad student and paraprofessional, and I can't decide between being a certified bilingual school psych or an emotional-behavioral (EBD) support teacher in elementary. I'm currently pursuing my BA in Spanish, psych minor, and crisis intervention cert but have to choose which career I want to pursue this semester so I can prep for grad school if necessary. Can anyone give their opinion if they have experience in either?

I love working with bilingual students and English language learners, but I also love working with students who have mental health and behavioral challenges. I enjoy the idea of having my own class, working with the same students for years to build strong connections, and being a liason for parents. But I also am obsessed with evaluation and analytical challenges, and believe my language skills would be put to better use there.

Edit to say: I also love crisis intervention! I think that would be a non-negotiable for me either way since I know both have that, although I'm sure the teachers moreso. I also like working with students in wraparound services

Hello everybody! I have been a paraprofessional for 5 years. I finally got my credential and this will be my first year as a special education High school teacher in CA, I still do not know if I will be SDC or RSP. So I wanted to know your thoughts on what I might need in my classroom. What kind of supplies? What kind of decor? What kind of reward system should I do, ( my mentor teacher during my student teaching had candy as a reward for student participation). What should my first week be focused on? What general advice do you guys have?!

Thank you in advance!

I need to renew my CPR card, have any of you got it online? My district overlooked it and my card has been expired for months. I go back to work in a few weeks and need to renew, I even asked the supervisor and district how to renew it with district and they don't know anything since the lead instructor retired.

Should I just chance it and get the card online just in case?

Looking for games (board, card, etc) to play with students that you've had success with! Minimal reading, very simple instructions, but highly engaging. Thank you so much!

Hello all,

In a few short weeks, I begin teaching mornings with young 5s-1st grade. I previously spent 10 years in an 4th-5th grade building and did not have a morning routine due to the students being in their gen ed classes prior to seeing me. I had a small daily routine of independent work based on the lesson or a news story on Mondays but nothing really in depth before we dove into content.

I will being using the preschool grade band or elementary grade band of the Unique Learning Systems curriculum to teach content but I have also never worked with this age group ( 5-7 special ed) to engage them in a morning routine or get a day started for them to set them up for a positive morning. Does anyone have any suggestions or can offer insight to what I can/should expect? The curriculum has a calender, daily question and news but I also want to add in some Social-Emotional supports like how they are feeling that day or work on greetings. I dont even know how long the routine should be honestly. I dont want it to take too long but I want them to have the time to share or transition from home to school.

Thank you for anything you can add or enlighten me on.

Going into week 4 of ESY. I’ve got a bad ear infection with cellulitis, oh and a fun little fever. it feels like I’m getting sick sometimes every third week. Janitors and sanitation are next to non existent and staff don’t clean with provided wipes. it’s insane.

Hello everyone,

I am a first year teacher who will be teaching sixth grade self contained students who have autism. For the last two years I was a building sub in an elementary school. It will be my first time teaching middle school. What is the biggest difference between self contained elementary versus middle? I am also looking for advice for schedules and must have products for my classroom (besides visual timers, laminator, etc.) Also any advice for behavior management/classroom management is welcome as well! Thanks!

Hi everyone,

I’m starting a new role this upcoming school year as a middle school math resource teacher through a formal internship program. My previous experience was in lower elementary SpEd, so moving up to middle school math is a big shift for me, especially since math isn't my main strength!

My classroom is currently a completely blank slate (zero materials or manipulatives). The previous teacher used a 3rd-grade curriculum from TPT, which I’m planning to try out initially since I don't have other curriculum materials to reference yet.

My mentor is ELA-focused, and our SpEd director is new this summer, so I’m feeling a bit on my own when it comes to setting up my math instructional model. I’m comfortable with general classroom management, but I really need a visual or mental model of how a math resource classroom actually runs day-to-day.

When I search online for support, I mostly find general "math resources" rather than creators or educators specifically demonstrating the workflow of a SpEd math resource room.

I’d love insight on:

What a typical class period/block looks like in your room (warm-ups, small group, stations, etc.).

Must-have (or low-budget/DIY) manipulatives for middle schoolers working below grade level.

Creators, podcasts, or accounts to follow who specifically focus on SpEd/Resource Math.

Any advice or low-prep curriculum supplements you swear by!

Thank you so much for any guidance or resources you can share!

Hi all!!! I am getting my first classroom this school year as a 6th grade intervention specialist. I have 16 kids on my caseload.

Please give me all tips tricks and must haves I need to get before the school year!!

I am a first year teacher entering a k-5 self contained room for intellectual disabilities and autism spectrum disorder students who are all non verbal. Most of the advice I’ve received so far about being a first year in self contained is to focus more on routines and structure while getting to know the kids as opposed to launching straight into academics, so I’m curious to know what your daily routines are and how you establish those from the very beginning.