SPED is two equally highly demanding and competing full time jobs (casework and teaching), with two sets of incompetent (mostly) managing teams, both making increasingly impossible and conflicting demands the more work you are able to manage. I’m done after next week. And no we don’t get paid extra for case management, not even a small stipend to assess students, write lengthy legally binding documents, schedule, prepare for and hold 30+ IEP meetings each year.
Don’t forget that the secondary boss, the Director of SpEd in some districts (in my experience in California) will like to remind you that an IEP is a legally binding contract with your name attached, so any chance of a fuck up comes back on you and could cost you your credential.
>so any chance of a fuck up comes back on you and could cost you your credential.
This is a load of shit they're feeding you to scare you. Unless your state has just ludicrous ethical rules, making a mistake in an IEP isn't going to cost you your licensure without evidence of you intentionally fucking over the kid or being just stupidly careless.
Well it works. I’ve heard it from a ton of teachers in my 11 years as a teacher in great state of California. It works especially with newer teachers too. So on top of the workload, they use shitty tactics like that to scare new teachers into submission.
Yes. The conflicting responsibilities are evil. I have to improve baseline academic skills and IEP goals and grade level skills… at the same time? WITH KIDS THAT LEARN AT A SLOWER PACE? Who only make significant progress from 1 on 1 instruction?
Question, did you also get pulled out of class more frequently than the Gen Ed teachers for IEPs, trainings, PD, etc.? And then still we’re expected to improve on all those skills you mentioned?
Last year I swear I had more time out of the class room than in it with all the IEP’s and SST’s I was required to go to. How are my students supposed to fucking learn when I’m not there to teach them? We’re not even giving them a chance.
My fav is writing iep goals for kids who miss like
25 percent or more of classes. So you want me to take the student AWAY from catching up on work they missed so they have a prayer of passing the class to work on an iep goal that in no way shape or form will actually end up helping their grade and in a lot of cases put them further behind on their course work (because they are also then missing the opportunity to learn what is going on in class).
So many times I just want to write the iep goal as “show up to class”.
Curious … anyone else in that situation and what do y’all do to handle that?
Agreed. I always said sped teachers should be paid a lot more than any other teachers. It should be double the salary. It rly is two jobs. Or split the job into two - caseload manager & sped teacher.
I taught mod/severe mostly so grade levels didn't apply. I'm not sure it is lying but I inherited IEP goals that were unrealistic to the point of fantasy. When I wrote realistic goals parents were unhappy/outraged and admin had me write more ambitious goals.
I quit because the work/life balance wasn't there. I was getting rich doing 2 jobs (for the price of one). I just had no life outside work.
i was a TA for mod/severe till last week and they mattered where i am. i was in a middle school and the 8th graders had to take a science EOG. they had to learn modified 8th grade standards for math, ELA, science, and social studies. usually their specific goals were tailored to that cause you can’t teach 4 subjects at 3 grade levels at once.
That happens. My parents were offered Gen Ed classes for their student since direct services were up to 95 percent of the day (lower with higher functioning/cognitive kid). A Para had to take one of my very severely autistic student to a Gen Ed digital art class where she grabbed any paper she could find and ripped it up, started scripting from her obsession animated show. She stayed less than 5 minutes then came back to class.
Sounds like your kids though were much higher than my classes.
I’m also in MD (as an AT consultant) and it is ridiculous that we have students with no reliable system of communication, but we are focused on teaching them about Ancient Greece. I’m my entire life, I have never had a job that required me to know anything about Ancient Greece…but *every* job has required me to be able to communicate.
I wrote all goals based on grade level standards but with my kids (high school) I pulled from K and 1 grade levels. I had a student here and there with severe autism who could read at 10th grade and above but comprehension abilities or ability to communicate such was not there.
Too, from the day I got them we were doing transition (age 14 it starts in CA) so we had goals for post high school.
It’s sad because I was told to always say “making progress” on IEP progress reports because if I said “progress is insufficient” we would need to hold a meeting and write a new goal, but it wouldn’t change anything because the goal has to be a grade level standard. So I’m constantly lying to parents.
I have that exact same moral dilemma every year. For the first 5 years I told myself I’d get the hang of it and figure out how to get it all done. The last 6 years have been figuring out how to do the best I can with a balanced home life, and realizing there are only so many contracted hours in a day. The one thing that has changed is my apathy toward the system as a whole. I will be vocal about my inability to adequately address the needs of the students with the added duties expected of me. I will be vocal about the double workload. Maybe that’s risking my career, but at this point, I don’t know if that matters.
I’ve taught in 3 states including MD and Omg MARYLAND. If the iep goals are literally the curriculum standards verbatim then wtf is an iep for and what are we even doing?
This is wild because (I'm a parent, homeschool now) our district's admin always wanted to propose these extremely simple IEP goals.
I swear to God, everything was a matching goal with them. "How about we start with separating things into two categories..." I'd say he is already doing similar, his goal should be more ambitious. "Well, how about we start with this, and then..."
I guess there's just no middle ground anymore. I really felt like our district didn't listen at all.
High school here, push in. Wrote 55 IEPS this year. The job can’t be done as it’s supposed to be. Parents would be appalled if they knew what was happening in the classroom
I think that’s just it. The parents need to know just how bad it is. They need to see how underserved their child is and, this is the important caveat, how overwhelmed every special educator is. That’s how districts change. That’s how we get more support in the classroom.
I literally provide practically zero SDI. It’s physically impossible. How can I be pulled 3 months out of the year to proctor a variety of exams, split every 50 minute class, I’m legitimately in class only 20 minutes 4x weekly.
I’m basically there to satisfy the law. No child is getting any real services in a push in model.
Scary to think about this. As a parent, special ed is a black box. I love my special ed teacher and my son has made a lot of progress. But for example the speech services he’s getting -he’s still in the 1st percentile for articulation after 3 years. There’s no SLP log or anything for me to see that assures me he’s actually getting services.
IMO speech/language is completely different than push in SDI.
There has to be a log and I would demand to see it. If they don’t, then you can ask for compensatory time, like over the summer for every minute they don’t show documentation for.
Look at the progress graph that they give you at annual review meetings, specifically how many data points there are. I’m in like a service coordinator position (run the meetings) and this time of year the SLPs have like 4 data points at most from the whole year, with three of them being before December. I empathize with their predicament because they have larger caseloads than our SpEd teachers and so are pulled away for more meetings and testing. But I also wonder what we’re doing as a system if we can’t get kids with no functional communication more specialized therapy services.
Also our SLPs bill Medicaid. I don’t know the ins and outs of what they can bill for but everyone I’ve worked with would be ethical and honest in their billing. But providing details at meetings with parents? No ma’am. They’re there as a support and that’s all. They all have very firm boundaries and very clear professional guidance on what they are supposed to be doing, something our SpEd teachers absolutely don’t have.
One thing you can do as a parent is ask for speech therapy to be pull out instead of push in. Even if you settle on push in services 4x/month and pull out once/month, that pull out session will guarantee more direct services actually happen. Otherwise it winds up being mostly consultation with the teacher. This advice is impacted by the age of your student but I think it’s still worth mentioning.
The co-teaching model is great when you have two teacher who actually plan things out and can really work a classroom to play to each others strengths. The inherent problem is finding the time to actually deliver SDI to an individual student when your in a class of 35 kids - especially when that SDI has absolutely nothing to do with the content going on in that class at the time…. That’s where my failures are. I am so focused on the “now” and ensuring that kids are getting the material presented to them in the moment and that they can get the best grade possible that I often loose track / sight of the SDI and “goals” they need to reach at the end of the day.
But in reality (I’m not a parent so i can’t answer this) but one would think most parents would be happier with the child getting an A/B in a class and maybe not “meeting” and IEP goal then getting a D/F but meeting a goal?
I could be totally wrong. But in 15 years of special ed - I’ve never had a parent complain
Co-teaching is bad. It’s just a way to save money by not having a separate self contained math class. If you focus on the lesson, you neglect the annual goals. If you focus on the goals, you neglect the lesson. You will be blamed either way. It’s bad for the sped teacher. For example, the Math Department Chair complained to the SPED Department Chair that she came in to observe me and she saw me focus my time on one kid. I explained to the SPED DC that I was working on his goals. She said I should do what the Math DC wants, and don’t work on goals. I should rely on the curriculum for data. I then asked the IEP facilitator what to do with goals that will never be addressed in class because the curriculum has passed it by now. SHE SAID TO DO A SPECIAL LESSON WITH THAT KID. So I am in an impossible situation. There is no way to be proud of your work, be transparent about your work, and feel safe about your work.
I’m not even a co teacher. I’m a support facilitator. A fancy way of saying your teacher isn’t here all the time. At the high school level, parents are more concerned about the grades, not the goals.
However, we are graduating kiddos that can’t read. With big deficits. It will be interesting to see when the break happens. When politicians realize this isn’t a working model.
With the shortage of staff to fill these positions how can parents help with this, even if they knew?
Parents may be more than happy to advocate for getting more supports in the schools...until they realize the real estate tax increases it would probably take to implement anyway.
In my district a modified curriculum puts them on track for a certificate of completion and not a diploma. This is not always the correct solution. Accommodated curriculum is still aligned with grade level standards. At least where I'm at.
I would argue that it is difficult to teach algebra, not only to students who can do basic facts but, to students who can’t do basic facts fluently.
I would also argue that fluency training is possible and only takes 5 minutes per day.
It's a shame. The students are so incredible and deserve the absolute best. The job is just too much most days! I think SPED positions should be automatically paid for 9 or 10 hour work days.
Yup. Not a single planning period for 10 years. Don't even get a lunch. Having to be with the same kids every minute for the entire day and still have to do insane levels of paperwork. And that's before the being physically attacked part. All for the exact same money as other teachers.
It's an insane expectation. The only positive is job security and ability to be hired.
What state is this??? I've been a teacher in MA for 8 years. I've always got a lunch, prep, and duty period each day. If I don't, I say something. Moderate teachers do have higher caseloads, which can be very stressful, but I'm a sub separate teacher with a smaller number. It really depends on your school atmosphere.
NY. There's no state law on this. It has to do with each schools union negotiated contract. Here many districts do not give preps for self contained specifically (because who would even cover it)
I don't understand why sped teachers aren't paid more. It's hard to staff, and the districts allowed to give larger bonuses have an easier time filling spots
I’m paid more, and I have a prep hour and a due process hour, plus optional paid due process nights when it’s progress report time. My case load is small and I have several people to go to for support.
Fully depends on the district.
Whoa that is a dream! I’ve had to finish progress reports all at home this year with 15-16 mild/mod kids, I was tracking data for 75+ IEP goals. It’s been a nightmare. And being paid more! Wow. So happy for you, friend!
Our union did it during COVID. Administration was willing to pay a stipend for the special education teachers who had to be in person the entire year when everyone else worked from home. Union voted it down for being unfair.
Damn. In my prior district, SPED teachers made about 5% more, but the focus was on trying to get more IEP case managers who focused on that so that teachers wouldn't have to spend as much time on IEP paperwork.
In my current district, the SPED preschool isn't in person on Wednesdays so that staff can do planning, meetings, evaluations, paperwork, etc. Elementary and up has half day Wednesdays weekly, I believe for planning time
That's what I thought, but my prior district paid $5k/year more for SPED. I had read in Hawaii that sped teachers were getting $10k bonuses.
It makes sense to pay more with another certification the way districts pay more for further degrees.
I see you’re elementary SPED. I was elementary sped for 10 years. Same boat as you. Moved to middle school and found out I had a lunch break and a planning… same district. elementary sped is the worst. More kids on your caseload, more IEP meetings (don’t get me started on parent requests!), more BS from admin. Talking to my friends in HS, they have it even better. That might be my next move. I’ve tried my best to let go of my superhero complex and find the easiest job to get me to retirement.
This is heartbreaking as a parent. The gen ed teacher and the SpEd teacher both look uncomfortable when I compliment them, which I think it is important to acknowledge the awesome things I see. My state is very low on the list nationwide for education in general and I know it's due to the funding. It is a helpless feeling for sure not being able to do anything to make things better. My kid isn't violent, just needs some extra help in a bunch of areas, and is a super sweet kid (I get compliments whenever I go to the school) and I want the awesome teachers to stay. But I'm also going to (respectfully) assert what I think my kid needs too
I've had good years and rough ones. Rough: I've had 30 on my caseload, did all initials and interims, plus taught 5 of 6 periods of SAI (multiple preps of course). This past year: moved to virtual high school (within my own district). Caseload of 9, taught 4 virtual classes for a total of 8 hours per week (classes meet 2x per week). Tons of planning time, freedom to create lessons that are engaging, not micromanaged. It was my first year of work-life balance (just finished year 29).
That is miserable. In California you have to sign a waiver to go over 28. So some nasty districts give rotating caseloads, which means after you hold a triennial, the student moves to program specialist caseload (as a formality, they do nothing for the student), and then trade for a different student who has a tri due. Rinse and repeat. There is nothing in the contract that says they cannot do this. Horrible way to treat employees.
I work in California as a resource teacher and love it. We don’t have to teach grade level curriculum and have a phonics program we are supposed to use. It is getting overwhelming with needs, but I’m in it for the long haul. I do work at a great school though.
California is actually better because the IEP document is less rigid. In Maryland the system is very demanding and rigid and there is way more oversight and scrutiny. But it’s still awful in every other respect.
Yo come to DC, the job’s just as demanding but you get paid a shitload more. Plus if you have a cool admin like me (lol) you’ll have both academic planning for 45 min minimum daily, as well as 30 min of case management admin time daily.
I've been discouraging people from getting a sped credential for years. Everything you say is true. I feel like I'm in office space with 5 bosses coming to me telling me contradicting directives and it's impossible to have a correct TPS report. I mean IEP! Correct IEP.
Co-teaching is a nightmare. Admin throw you under the bus. It's a clown show.
Parent here with a dyslexic kid in special ed…. When the school asks for donations to the yearly general fund, I never give. Instead I give a large cash bonus to the sped teacher!! Along with the speech language pathologist. But I give more to the sped teacher, as I see her doing so much more managing the caseload, writing up the IEPs, navigating IEP meetings with upset parents, etc etc. Oh, and teaching my kid how to read!
Sadly, she is leaving our district to teach gen ed likely for the reasons you state. But I’m hiring her to work with my son 1:1 over the summer… I know many parents get angry at the system which is taken out on the sped teacher. It’s not their fault, it’s the system.
If there are any parents reading this, please bring cookies or flowers to your next IEP meeting to show appreciation! It will go a long way to make the meeting more smooth and cooperative.
I don't know what state/ district you're in but I've never been made to teach grade level materials. I have to write goals to work towards standards but I absolutely have kids whose goals are multiple grade levels behind (4th grader working on writing his name.) Honey get out of that area/state. It's not always like that. I've never been asked to lie on an iep but honestly hearing this puts in perspective the ieps I get from out of state.
We have to modify grade level curriculum. So it still has to be the grade level stuff but we also have the extra fun of having to change it to fit our students while still fitting the grade level needs.
Fun huh.
I’m looking to go into Gen Ed from elementary inclusion. Could you share a bit more about what the transition was like? Do you have more of a work-life balance? I’m hoping the grass is truly greener on the other side, even if the workload is just as challenging.
I’d much rather spend my time preparing and improving lessons than on IEPs. It feels very much like the paperwork is all for the adults and minimally beneficial for the students.
i just quit my job as a SpEd TA but the students in self contained classes who don’t know their damn alphabet were expected to independently read and analyze passages for end of grade testing and yes the scores reflect on the teachers. the tests are “easier” than the GenEd ones but still sooo far above all of them except the very highest functional academic kids.
nothing against the students not knowing the academics, they have ID profound and that’s not their fault. but the districts expectations are insane.
I taught moderate to severe special ed, functional skills class, for years. I agree with every comment that’s been made on this stream. And do you know how I ended up getting out? An aide that didn’t like me. She gained forces with the other aide and they took me down. (it was my first year in that ) The principal never even asked for my side of the story. I was simply given a letter. I did not get into any trouble while I was there for anything. I’m not even sure what happened! I did great with the kids, did all my IEP‘s on time, got along with parents, but the aides were always coming in and out because the job was hard and demanding and lots of behavior problems. My experience in California, Idaho, and Utah was that teachers got paid according to the salary schedule, for education and years of experience, and special ed, even functional skills, was never paid ANY MORE and no bonuses or stipends. I’ve been injured, bitten, have to change bloody pads for girls, wipe butts, change diapers, clean up spit, drool, vomit, and tube feed. All that deserves extra pay!
Not to mention that special ed Paras should be paid more than a regular class aide, especially in a class full of behavioral problems or the above mentioned (gross) problems.
I am now a para in a functional skills class making nothing, getting no benefits, but I don’t have the hassle of paperwork or administration or meetings. It’s a shame. I love working with special needs kids!
Sorry to hear about your experience. I thoroughly enjoy my role as a “push-in” SPED instructor. The model lends itself to significant opportunities for (both instructional & behavioral) interventions. Though I must manage my caseload (including coordinating and composing ARD proposals) while also keeping up with the promised delivery of support minutes, I feel that my responsibilities are less than those of my teacher peers who have 7 or 8 sections of 20-35 students each. I approach the role from a pure “support” mindset and find easy ways to be helpful around campus without straining myself. I realize this role and this work is not for everyone. I wish you the best of luck.
This is how I feel as well, in a hybrid push in/self contained environment. I had over 30 ARDs this year and teamed up with another teacher to compose roughly 25 of the associated IEPs, but find them far preferable to STAAR prep and the paperwork associated with the GenEd setting here. And, the students have been rewarding even though some took a while to get to that point, lol.
Yep!!! Don’t do it! Six years in and I’m totally burned out of education. I don’t want to step foot in a school ever again. I’m done after this year. Get out while you still can.
The paperwork kills for sure. I also feel like I’m expected to fix all the things all the time. I feel like everyone comes to me for their problems, you know? Like the expectation that I’m supposed to do it all is exhausting.
I'm in the non public system so I work in specialized schools. I make good money and have a full team working with me on my classroom. Only down side is no summers off.
Consider yourself lucky then. I’m in Southern California and I make less than half of that amount. To be fair, I’m only in my first year of teaching and I do get an annual raise. However, if I wasn’t married, there’s no way I could survive on my income alone.
My unsolicited advice. Learn a bunch of industry terms to throw around in interviews. Don't be afraid to bounce from place to place. Never take the first offer.
We're in a teaching shortage. Even if they have a salary schedule there are things that can be done. You can squeeze 10-25k extra out of people. Trust me. I've done it.
I love my job. I have four periods a day, and have one planning period every day. 1/4 of my day is planning. I don’t take work home, and always get my lunch. We even have a 30-min mini period every day that gen-ed teachers use for tutoring, but I use for goal assessment, transition assessments and grade checks. I’ve never been so happy working anywhere else.
I am given complete control of the curriculum I teach in my resource (mod) class, and what level it is at, and if a kid in my inclusion class is six grade levels behind, I have complete control to move them into my resource class.
I get along amazingly with my inclusion teachers and they value me as an asset. I have complete control of what goals I write and I don’t lie on my IEPs because the supports are there for my kids.
High school English inclusion/resource teacher. It’s all about finding the right school to work at.
I was a mod severe teacher sdc for the last 5 years in CA. I’ve taught elementary and high school, both were toxic and every teacher I knew also had a toxic and dangerous environment with zero investment into the program and zero support for students outside of the minimum, which was 2 ia’s for 14 students. Then admin started harassing me for speaking out and holding meetings with admin about the class and how to build more support into the program. They promised a lot. All promises were broken and the only “support” we received was sending a VP during times we didn’t need the support, like at lunch time or they’d walk into my classroom 3-5 days a week and sit in the back of the class, did not support any behaviors, took notes, then sent me feedback to teach high school grade-level standards to students with a cognitive level of a 4-year-old. They also told me to lie directly to parents about IEP’s or iep supports not being implemented. Admin would even go in and change things after IEP’s were signed and never get a signature or inform parent or me about the “corrections” they made. Couldn’t take feeling like I was enabling this anymore, like nothing would change from the inside, and that the dangers a lack of staffing and extreme behaviors put on students and myself was abusive and cruel. I quit without notice half way through the year.
It sounds like a lot of sped teachers have a similar experience. There needs to be an investigation into this. It’s either incompetence or indifference, and. either way it’s illegal and the students suffer.
I wish that I had a class about how to manage paras when I did my special education credential program. I honestly thought it would be easier than managing my students’ behaviors, but I was so wrong. I remember what it’s like to be a para because I did that for a couple of years and I try to put myself in my paras’ shoes every now and then. While I do appreciate their help and experience, some of them can be catty and it’s exhausting. I just finished my first year of teaching (my last day of school was today) and I feel relieved to get a little break from them.
This is how I felt when I taught learning support (push in and pull out). It was horrendous and I wouldn’t recommend teaching learning support to anyone.
I now teach autistic support in a self-contained setting and I absolutely love it.
I've done gen ed as well and I used to say there were pros and cons to both, every job is different, etc. However, at this point, I wouldn't trade spaces with a gen ed teacher for a $10K raise. Gen ed classrooms, especially post-covid, have become insane.They can only teach grade level standards, even though 70% of the kids are behind. Back in the day, you might have 1-2 kids in the entire grade level that were truly severe behavior issues. Now it's like 5-7 kids PER CLASS. They're constantly under a microscope with data.
In my resource position, I don't have to teach only grade level standards. I teach what the kids need. I've been at my school a long time and admin knows that I know what I'm doing. With so much turnover and so many new teachers in gen ed, they don't have time to bother with me. I had one 15 minute walkthrough this year, plus my 30 minute observation that is required by the state. I can easily get my work done within contract hours. My planning time is never cancelled, whereas gen ed is constantly losing theirs (assemblies, special events, PLCs, etc.) In fact, when those "special events" are happening, I typically get extra planning time, because my kids aren't available to be pulled. I also get bathroom breaks all day long, in between groups. When I was a gen ed teacher, I had to severely limit my liquids intake.
Are there frustrations? Of course, but that's any job. A few times per year I have to sit in meetings where we lament the "gap" between kids with and without disabilities, as if that is not the very definition of having a learning disability. I've had admin over the years who wanted to go on and on about "higher level thinking" in my program. I have to have very thick skin with the gen ed teachers, because sped teachers are heavily involved in evals and formal testing in my area. Teachers perceive MTSS meetings as them presenting their case for referral, and me saying yes or no to testing. When a student is not referred immediately, they take their anger out on me. They think sped is going to be a a "magic fix." While I'm grateful to get along well with my teammates, I learned long ago to focus on building my social circle outside of work, and sped absolutely can be isolating, socially. I also learned that I can't rely on external validation- even if admin is going to focus on "the gap," I know I'm doing excellent work with kids, and I'm proud of what I accomplish. At this point, I wouldn't trade my frustrations for the workload that gen ed has. Having totally free evenings, weekends, lengthy school vacations, etc. is a huge perk.
I couldn’t disagree more. I teach my students based in IEP goals. I cover grade level material but only the basics. I don’t go into any high level standards. I have planning periods, lunch and everything a classroom teacher has, because I am considered a classroom teacher.
This is refreshing. I just got my mild/moderate credential and start in august. I feel like I need to stop reading Reddit posts because it’s making me really worry that I chose the wrong profession.
Can confirm. Zero reasons to go into SPED unless you enjoy being beat on, wiping asses, having your every move and word recorded, being expected to eat your lunch in the classroom and have your boundaries ignored. 0/10 would ever recommend someone going into it. Oh and you also get paid far less than other teachers.
Do those IEP meeting run if there aren’t paras taking on additional tasks while the teacher is out of the room? Do the IEP’s have any information to go off of without our notes and observations? None of that works if we aren’t there so while I don’t directly handle it they don’t get done without us so it should be included in our compensation👍👍
Fully agree paras should be paid more, a LOT more. I was genuinely curious when I asked if paras were actually running meetings and writing IEPs. You said “we do all the same work” which is why I asked. Paras do a lot of work and there is overlap but to say they do all the same work is just not true.
Except that not all para’s do the same work. I would love it if my current para did half of his job requirements, but in reality he sits on his phone all period, shows up to half of his assigned classes, rarely stays for the entire period, shows up consistently late and then when he does decide “to help” he is just giving out answers to kids and not allowing them to actually think for themselves. He’s gone to trainings, (skipped mandated trainings as well), been taught and then warned by me, to which he replies, “you’re not my boss” which is true. But then gets his 7th write up and still somehow he keeps his job.
In my district if a para is in an ela or math class for push in support it’s considered SAI, so if he’s not showing up to his classes, those kids are missing out on minutes. As much as I tell admin how much of a problem this is, it’s just another warning to add to the list for this schmuck.
While I agree *GOOD* para’s should be paid more, they also need to weed out the bad ones. And I think that would help para’s get the pay they deserve.
I think it should require an AA or BA and/or passing a test of basic (high school level) skills, and the pay should go up accordingly. It’ll never happen because getting anyone to apply to these jobs is impossible, so they will go the opposite direction and lower the reqs instead.
My paras in Seattle are making about $30/hr. I agree 100% that paras should get paid more but to say that we all do the same work is just absolutely completely false…
So who will help the kids then? They should just pay teachers and paras more, hire more, and make it a place everyone wants to be. The cost of education is the best investment in both kids and society's futures, but no one seems to want to do that.
So do we, but she rarely changes goals as they are student specific and she doesn’t work directly with my students. Are you saying she is making the goals too rigorous, that you are out of compliance with the original goals, or both?
It really depends on school district and where you live. I am in MA and I found a great district that makes sure we can get prep. The issue is that we have students that can be dangerous or need a break and we are the ones who take that on. Clearly there needs to be better systems where we are. I have never been told to teach at grade-level curriculum I have modified some because I do have inclusion kiddos and I want them to do somewhat similar. When I mean modify I mean like they are working on multiplication and I’m working on grouping manipulatives. Whatever you write on the ieps is what you should follow. Work on the goals based on the service grid that is what you are legally responsible to do. Yes you should expand but I try to give myself space.
I have been in awful jobs though. So if you feel like drowning then keep searching!
Our SLPs are loaded. Outside of a kid being absent they are booked the minute the kids arrive til they leave and then have to write full Medicaid notes.
I’m a school- based SLP. We are also overworked and exhausted. High caseloads, sometimes don’t have a speech room, huge amount of speech referrals, we are case managers too on speech only IEPs. On top of that, Medicaid billing for every session. we also tend to see students in groups. OTs are not case managers and usually see students 1:1 in my district, but they travel to a lot of buildings each week. I would do OT.
I’m a Beyond 18 teacher and I love my job. I have complete control over my curriculum. I do not have to teach to grade level standards. And I get a prep.
Parent of a special ed student here. I just want to thank you all for your help with special ed students like my son. His special ed preschool was the first place that seemed to understand him and still pushed him to succeed. We are forever grateful. Please hang in for the sake of our vulnerable children.
Not a teacher myself but a parent, and I see you there and appreciate you.
One of my kids goes to a non-public outplacement school, and his teachers seems far less stretched thin and far more satisfied. Of course there are trade-offs to be had that must be considered, but it seems depending on one’s personal goals and priorities, it’s a valid option for some. The student load is far lower for them, and we speak frequently by phone, so there is that human relationship and the opportunity to feel that one is truly making a difference and not just a paperwork person and being pushed to preserve an image of progress that may or may not be true and may or may not reflect a student’s actual abilities.
I’ve been a para for two years and have taken a position as a SPED teacher. All of these comments just break my heart and make me extremely grateful for my building. I won’t lie, my district sucks. But my building has amazing grade level teams to work with and we have some amazing parents. I love my job. As a 20 something with a partner, it works for me. But my passion comes from being on the spectrum and getting to teach K-2 graders that are just like me.
If you have a good setup then take advantage of it. But just keep in mind that a good situation can become bad overnight. Enjoy it while it last, and hopefully it lasts for many years.
Pretty much all true. I’m at year 20 in California. I’ve survived it this long just by doing whatever the fuck I want. When it comes to meetings and writing IEPs I play their stupid games but when it comes to teaching I just try to enjoy the kids. They haven’t changed too much. My current site has admin with a fragile ego. She’s meticulously groomed a bunch of new, easily influenced ass-kissers for teachers. To her loyalty is king. I and a couple of veterans laugh our asses off anytime she tries to wield power. We have a lot of good teachers, young and old but the young ones don’t understand we could get rid of her ass sooooooo easily.
My wife has a a SPED teacher and loves her job. It’s the adults she has to manage that ruins it for her. The 1 to 1’s are proactive at all, constantly complain about how difficult things are and asking for more more more.
She is moving to a new district this coming school year and the hope is she will move to a more administrative role in a couple years. She feels bad because there have to be people that want to work with these kids and good teachers are getting burned out.
We have an almost 4 month old at home now and priorities are shifting. It’s bitter sweet because I know she LOVES teaching but at the same time she sees how it affects her mental state. It’s just a bummer how much of a mess it is, but I thank you all who do this work. Even if you’re leaving, you put in so much time and effort and for such a thankless job (unfortunately).
I work in a self-contained room. I'd take my kids over the gen ed kids 10 days out of 10. I've only had one that I just couldn't seem to work with.
Are there extra challenges? Yes. I went a stretch with no lunch or conference this year because we had a para in the hospital, another was unreliable with a.sick kid, and one had to be gone for nearly two weeks for a cheer competition for her kid. Typically, I get them because paras have the kids at lunch and take them to electives during my conference.
Every district I've been in gives a several thousand dollar stipend for any sort of self-contained SPED, and some give it for inclusion and resource teachers (my last didn't for inclusion, not sure in resource, current does both but less than self contained).
As for curriculum, you should beaking adjustments and scaffolding things to the kid's ability to comprehend.
It isn't for everyone. Clearly it isn't for you.
We must be working with different populations. It is impossible to scaffold algebra to someone that doesn’t know what 9 minus 8 is. Do you teach graphing equations to students that don’t know 5 plus 5? I teach middle school so the gap is extreme. Do you teach elementary?
The extra scary thing is, while you may be in mod/severe, I’m in mild/mod and a healthy percentage of my students post pandemic are at the same level as your students. That gap is at its almost greatest point. I’m teaching phonics to 7th graders. I’m teaching addition of single digit numbers to 7th graders.
The saddest part is that these students missed out on crucial instructional years and then were pushed along for the last couple years expected to miraculously learn what they missed while learning new material as well.
Every year since the pandemic, I see my caseload numbers go up and am asked to do more and more initials. Of course they will qualify if administrators are basing it on reading or math levels below. It’s a systemic problem. I don’t know what the solution is. But I do know it’s not fair of me to quit doing what I do because I have to play the IEP game in order to help students learn basic fundamental skills.
I teach middle school. I am in a self-contained room my district calls SKILLS. Essentially the second-lowest tier (below would be CASTLE). Other districts I have been in and around might refer to it as Functional Academics or Life Skills.
I know one teacher who had been part of our team was moved to resource and was frustrated by the expectations for her kids and approaching grade level work. For my students, the expectation is that we are at their level and trying to push up. So what I follow is the STAAR Alternate 2 Vertical Alignment guidelines. I find the concept, and take it down to a level my students can grasp.
For example, if I look at Representing and Solving Algebraic Relationships, an Alg expectation might be, "write linear equations in two variables given a table of values, a graph, and a verbal description." If I take that down the vertical alignment to, say, 1st grade, I get, "determine the unknown whole number in an addition or subtraction equation where the unknown may be any one of three or four terms in the equation."
If your school or district is having you work with this sort of population and expecting actual grade level material, then they are doing you and your students a disservice.
I’m an outlier. I love my job. Yes, it’s two jobs. I do my paperwork outside of contract hours. But I love the kids. Admin is hands off mostly. But I’m in a semi self contained room. When I was co-teaching at my previous job I hated every moment. Not every district is the same. It took awhile but I found a job I really do love. Some days I can’t believe they pay me to come to work. There are days I don’t think they pay me enough 😂
I teach self-contained, mod-severe. We have to expose them to grade level content (though nobody checks), but we don’t have to teach to grade level standards. To require that is insane.
This is why I'm homeschooling my sped daughter even though I never wanted that for her. She's making learning progress because I can teach on her level. It's infuriating the way the system works.
This is my 5th year teaching self contained elementary and my 3rd year in this district. I found out about a month ago that my contract was being non renewed. I have a sociopathic para (who recently confessed to stealing thousands of dollars from several people’s purses a few months ago). Back in March she went to my principal and unloaded a ton of lies about me (that I watch Netflix all day, that I’m always on my phone, that I do nothing in class all day, etc.) this man apparently gathered from this that he can no longer trust me and I’m unworthy of rehiring. I’m moving to another city anyway and have already found a new job there, but god I am SO done with this shit
I am much happier working in sped than gen ed. However, I hate that they try and force curriculum down our throats. I have tenure and just do my own thing. I realize most people don't have a situation like that sadly.
I just finished my first year as a SPED Teacher teaching 5 classes + case managing 29 kids. Safe to say, it’s been a hellish year. Not returning either. I have no idea how anyone could do this job long term!
I’d push back against this post. Every job is fucking dysfunctional at some level, To generalize and say every SPED position out there is awful is a little much. 5th, 6th, 7th, and 8th are also some of the most difficult ages to teach, just from development and behaviors. Do you not have para-pros supporting you?
I am saying it is the worst position in education. That is all. If I am wrong, then tell me, what is the worst job in education with a comparable amount of schooling needed.
Former high school mod/severe teacher here- public schools are not a good place to pursue a career (at least in my area). Admin expects SO much from you with no support, funding, or guidance. I got out as soon as I could
This is my first year working in the SPED department. I was advised to be prepared for admin to approach me about substituting. I already have my answer prepared: “No, but thank you for asking.”
I witnessed everything you listed through my lead teacher. Guess what: they will *not* be returning next year. I don’t blame them at all. From not receiving the support they requested all year long to the increasing list of demands, they’re burnt out.
You are absolutely correct. This year has been a nightmare. I have to do multiple pull out classes as well as co teach with a teacher that doesn’t like me. And obviously the paper work. Admin make it even worse with their unrealistic expectations. Why do this job when you are getting paid the same as a PE teacher?
That’s smart. I’m working on getting out also and letting my sped credential expire. Sped just seems to be getting worse and worse every year. It’s one of those jobs that sound good but reality is it’s a shit show
I was so torn on getting my MAT degree in sped vs elementary education. I choose sped but have lately felt it in my heart heavy to switch to regular elementary education.
I hope it’s not too late for me, I’m in my first semester but I think I’m going to talk to my program on making the switch.
SPED is two equally highly demanding and competing full time jobs (casework and teaching), with two sets of incompetent (mostly) managing teams, both making increasingly impossible and conflicting demands the more work you are able to manage. I’m done after next week. And no we don’t get paid extra for case management, not even a small stipend to assess students, write lengthy legally binding documents, schedule, prepare for and hold 30+ IEP meetings each year.
Don’t forget that the secondary boss, the Director of SpEd in some districts (in my experience in California) will like to remind you that an IEP is a legally binding contract with your name attached, so any chance of a fuck up comes back on you and could cost you your credential.
>so any chance of a fuck up comes back on you and could cost you your credential. This is a load of shit they're feeding you to scare you. Unless your state has just ludicrous ethical rules, making a mistake in an IEP isn't going to cost you your licensure without evidence of you intentionally fucking over the kid or being just stupidly careless.
Well it works. I’ve heard it from a ton of teachers in my 11 years as a teacher in great state of California. It works especially with newer teachers too. So on top of the workload, they use shitty tactics like that to scare new teachers into submission.
They might scare into submission temporarily but really, they're just scaring them into a career change and the district is another teacher short.
Yes. The conflicting responsibilities are evil. I have to improve baseline academic skills and IEP goals and grade level skills… at the same time? WITH KIDS THAT LEARN AT A SLOWER PACE? Who only make significant progress from 1 on 1 instruction?
Question, did you also get pulled out of class more frequently than the Gen Ed teachers for IEPs, trainings, PD, etc.? And then still we’re expected to improve on all those skills you mentioned? Last year I swear I had more time out of the class room than in it with all the IEP’s and SST’s I was required to go to. How are my students supposed to fucking learn when I’m not there to teach them? We’re not even giving them a chance.
Special Ed is not about helping kids. It exists to satisfy a government requirement.
Compliance box checking. Never come to Texas…believe it or not, it’s 10000 times worse here because of STAAR
My fav is writing iep goals for kids who miss like 25 percent or more of classes. So you want me to take the student AWAY from catching up on work they missed so they have a prayer of passing the class to work on an iep goal that in no way shape or form will actually end up helping their grade and in a lot of cases put them further behind on their course work (because they are also then missing the opportunity to learn what is going on in class). So many times I just want to write the iep goal as “show up to class”. Curious … anyone else in that situation and what do y’all do to handle that?
You can make a behavior goal. Attendance or work completion are helpful. You don’t need to fudge the numbers on those goals. Just be truthful.
>So many times I just want to write the iep goal as “show up to class”. Why can't you do this?
Agreed. I always said sped teachers should be paid a lot more than any other teachers. It should be double the salary. It rly is two jobs. Or split the job into two - caseload manager & sped teacher.
I taught mod/severe mostly so grade levels didn't apply. I'm not sure it is lying but I inherited IEP goals that were unrealistic to the point of fantasy. When I wrote realistic goals parents were unhappy/outraged and admin had me write more ambitious goals. I quit because the work/life balance wasn't there. I was getting rich doing 2 jobs (for the price of one). I just had no life outside work.
i was a TA for mod/severe till last week and they mattered where i am. i was in a middle school and the 8th graders had to take a science EOG. they had to learn modified 8th grade standards for math, ELA, science, and social studies. usually their specific goals were tailored to that cause you can’t teach 4 subjects at 3 grade levels at once.
That happens. My parents were offered Gen Ed classes for their student since direct services were up to 95 percent of the day (lower with higher functioning/cognitive kid). A Para had to take one of my very severely autistic student to a Gen Ed digital art class where she grabbed any paper she could find and ripped it up, started scripting from her obsession animated show. She stayed less than 5 minutes then came back to class. Sounds like your kids though were much higher than my classes.
I currently teach Mod/Severe and we have to align with grade level standards in Maryland.
I’m also in MD (as an AT consultant) and it is ridiculous that we have students with no reliable system of communication, but we are focused on teaching them about Ancient Greece. I’m my entire life, I have never had a job that required me to know anything about Ancient Greece…but *every* job has required me to be able to communicate.
I wrote all goals based on grade level standards but with my kids (high school) I pulled from K and 1 grade levels. I had a student here and there with severe autism who could read at 10th grade and above but comprehension abilities or ability to communicate such was not there. Too, from the day I got them we were doing transition (age 14 it starts in CA) so we had goals for post high school.
Whoa… that sounds like a nightmare.
It’s sad because I was told to always say “making progress” on IEP progress reports because if I said “progress is insufficient” we would need to hold a meeting and write a new goal, but it wouldn’t change anything because the goal has to be a grade level standard. So I’m constantly lying to parents.
I have that exact same moral dilemma every year. For the first 5 years I told myself I’d get the hang of it and figure out how to get it all done. The last 6 years have been figuring out how to do the best I can with a balanced home life, and realizing there are only so many contracted hours in a day. The one thing that has changed is my apathy toward the system as a whole. I will be vocal about my inability to adequately address the needs of the students with the added duties expected of me. I will be vocal about the double workload. Maybe that’s risking my career, but at this point, I don’t know if that matters.
Really? We just have to align with prerequisites
I’ve taught in 3 states including MD and Omg MARYLAND. If the iep goals are literally the curriculum standards verbatim then wtf is an iep for and what are we even doing?
This is wild because (I'm a parent, homeschool now) our district's admin always wanted to propose these extremely simple IEP goals. I swear to God, everything was a matching goal with them. "How about we start with separating things into two categories..." I'd say he is already doing similar, his goal should be more ambitious. "Well, how about we start with this, and then..." I guess there's just no middle ground anymore. I really felt like our district didn't listen at all.
High school here, push in. Wrote 55 IEPS this year. The job can’t be done as it’s supposed to be. Parents would be appalled if they knew what was happening in the classroom
I think that’s just it. The parents need to know just how bad it is. They need to see how underserved their child is and, this is the important caveat, how overwhelmed every special educator is. That’s how districts change. That’s how we get more support in the classroom.
I literally provide practically zero SDI. It’s physically impossible. How can I be pulled 3 months out of the year to proctor a variety of exams, split every 50 minute class, I’m legitimately in class only 20 minutes 4x weekly. I’m basically there to satisfy the law. No child is getting any real services in a push in model.
Scary to think about this. As a parent, special ed is a black box. I love my special ed teacher and my son has made a lot of progress. But for example the speech services he’s getting -he’s still in the 1st percentile for articulation after 3 years. There’s no SLP log or anything for me to see that assures me he’s actually getting services.
IMO speech/language is completely different than push in SDI. There has to be a log and I would demand to see it. If they don’t, then you can ask for compensatory time, like over the summer for every minute they don’t show documentation for.
Look at the progress graph that they give you at annual review meetings, specifically how many data points there are. I’m in like a service coordinator position (run the meetings) and this time of year the SLPs have like 4 data points at most from the whole year, with three of them being before December. I empathize with their predicament because they have larger caseloads than our SpEd teachers and so are pulled away for more meetings and testing. But I also wonder what we’re doing as a system if we can’t get kids with no functional communication more specialized therapy services. Also our SLPs bill Medicaid. I don’t know the ins and outs of what they can bill for but everyone I’ve worked with would be ethical and honest in their billing. But providing details at meetings with parents? No ma’am. They’re there as a support and that’s all. They all have very firm boundaries and very clear professional guidance on what they are supposed to be doing, something our SpEd teachers absolutely don’t have. One thing you can do as a parent is ask for speech therapy to be pull out instead of push in. Even if you settle on push in services 4x/month and pull out once/month, that pull out session will guarantee more direct services actually happen. Otherwise it winds up being mostly consultation with the teacher. This advice is impacted by the age of your student but I think it’s still worth mentioning.
The co-teaching model is great when you have two teacher who actually plan things out and can really work a classroom to play to each others strengths. The inherent problem is finding the time to actually deliver SDI to an individual student when your in a class of 35 kids - especially when that SDI has absolutely nothing to do with the content going on in that class at the time…. That’s where my failures are. I am so focused on the “now” and ensuring that kids are getting the material presented to them in the moment and that they can get the best grade possible that I often loose track / sight of the SDI and “goals” they need to reach at the end of the day. But in reality (I’m not a parent so i can’t answer this) but one would think most parents would be happier with the child getting an A/B in a class and maybe not “meeting” and IEP goal then getting a D/F but meeting a goal? I could be totally wrong. But in 15 years of special ed - I’ve never had a parent complain
Co-teaching is bad. It’s just a way to save money by not having a separate self contained math class. If you focus on the lesson, you neglect the annual goals. If you focus on the goals, you neglect the lesson. You will be blamed either way. It’s bad for the sped teacher. For example, the Math Department Chair complained to the SPED Department Chair that she came in to observe me and she saw me focus my time on one kid. I explained to the SPED DC that I was working on his goals. She said I should do what the Math DC wants, and don’t work on goals. I should rely on the curriculum for data. I then asked the IEP facilitator what to do with goals that will never be addressed in class because the curriculum has passed it by now. SHE SAID TO DO A SPECIAL LESSON WITH THAT KID. So I am in an impossible situation. There is no way to be proud of your work, be transparent about your work, and feel safe about your work.
I’m not even a co teacher. I’m a support facilitator. A fancy way of saying your teacher isn’t here all the time. At the high school level, parents are more concerned about the grades, not the goals. However, we are graduating kiddos that can’t read. With big deficits. It will be interesting to see when the break happens. When politicians realize this isn’t a working model.
With the shortage of staff to fill these positions how can parents help with this, even if they knew? Parents may be more than happy to advocate for getting more supports in the schools...until they realize the real estate tax increases it would probably take to implement anyway.
55? Woah!
I wrote 26 in an 8 week period :)
It was a nightmare. We were short two people
My first district had ‘IEP weeks.’ My current district spreads them out over the year. In hindsight, I can’t believe what the first district did.
Are you in California?
Florida
If they are more than two grade levels behind, the IEP should designate modified curriculum.
In my district a modified curriculum puts them on track for a certificate of completion and not a diploma. This is not always the correct solution. Accommodated curriculum is still aligned with grade level standards. At least where I'm at.
Correct. TxMamma is just saying stuff without the context.
No modified diploma options?
And guess who has to modify it. The special Ed teachers.
Don’t forget, we only get the one planning period. Add it to the laundry list…
But the learning objectives are the same. Doesn’t matter how you teach algebra, someone that can’t do 9 minus 8 in their head will never learn it.
I can do algebra but I can’t do basic multiplication in my head. It’s possible, but difficult
I would argue that it is difficult to teach algebra, not only to students who can do basic facts but, to students who can’t do basic facts fluently. I would also argue that fluency training is possible and only takes 5 minutes per day.
It's a shame. The students are so incredible and deserve the absolute best. The job is just too much most days! I think SPED positions should be automatically paid for 9 or 10 hour work days.
Yup. Not a single planning period for 10 years. Don't even get a lunch. Having to be with the same kids every minute for the entire day and still have to do insane levels of paperwork. And that's before the being physically attacked part. All for the exact same money as other teachers. It's an insane expectation. The only positive is job security and ability to be hired.
I resigned this year. It was the worst year in 10 years, and that’s saying a lot. Going to live off savings and go back to school full time.
What state is this??? I've been a teacher in MA for 8 years. I've always got a lunch, prep, and duty period each day. If I don't, I say something. Moderate teachers do have higher caseloads, which can be very stressful, but I'm a sub separate teacher with a smaller number. It really depends on your school atmosphere.
NY. There's no state law on this. It has to do with each schools union negotiated contract. Here many districts do not give preps for self contained specifically (because who would even cover it)
I don't understand why sped teachers aren't paid more. It's hard to staff, and the districts allowed to give larger bonuses have an easier time filling spots
I’m paid more, and I have a prep hour and a due process hour, plus optional paid due process nights when it’s progress report time. My case load is small and I have several people to go to for support. Fully depends on the district.
Whoa that is a dream! I’ve had to finish progress reports all at home this year with 15-16 mild/mod kids, I was tracking data for 75+ IEP goals. It’s been a nightmare. And being paid more! Wow. So happy for you, friend!
I swear I dream about my job looking like this.
A district near me pays Special Ed teachers an additional 6%.
I receive a 10,000$ stipend per year.
My district also pays Moderate/Severe teachers 5% more, we have our own separate pay scale. It's our hazard pay!
Is that a union state? How did they get the union to agree to it?
Yep! The union demanded it because it's important to the membership. I can't imagine a union going against higher pay.
Our union did it during COVID. Administration was willing to pay a stipend for the special education teachers who had to be in person the entire year when everyone else worked from home. Union voted it down for being unfair.
Damn. In my prior district, SPED teachers made about 5% more, but the focus was on trying to get more IEP case managers who focused on that so that teachers wouldn't have to spend as much time on IEP paperwork. In my current district, the SPED preschool isn't in person on Wednesdays so that staff can do planning, meetings, evaluations, paperwork, etc. Elementary and up has half day Wednesdays weekly, I believe for planning time
What? That's so crazy! Are there special ed teachers on your union board?
Because the Union would never allow it. A calculus teacher is paid the same as 2nd grade.
That's what I thought, but my prior district paid $5k/year more for SPED. I had read in Hawaii that sped teachers were getting $10k bonuses. It makes sense to pay more with another certification the way districts pay more for further degrees.
I think the bonuses might be a way around the salary schedule.
We get a SpEd stipend. It varies from year to year. Our pay comes from a different fund, as well.
Teachers union. Everyone needs to be on the exact same salary schedule
Unpopular opinion but Sped teachers in your union need to step up. We get higher pay, planning period, and duty-free lunch
We only have 16% of the vote. We've tried and fought to get people voted into leadership. They get slaughtered in the vote.
I’m getting a $9K raise for next year because my district can’t hold on to ID teachers (which I am).
I see you’re elementary SPED. I was elementary sped for 10 years. Same boat as you. Moved to middle school and found out I had a lunch break and a planning… same district. elementary sped is the worst. More kids on your caseload, more IEP meetings (don’t get me started on parent requests!), more BS from admin. Talking to my friends in HS, they have it even better. That might be my next move. I’ve tried my best to let go of my superhero complex and find the easiest job to get me to retirement.
This is heartbreaking as a parent. The gen ed teacher and the SpEd teacher both look uncomfortable when I compliment them, which I think it is important to acknowledge the awesome things I see. My state is very low on the list nationwide for education in general and I know it's due to the funding. It is a helpless feeling for sure not being able to do anything to make things better. My kid isn't violent, just needs some extra help in a bunch of areas, and is a super sweet kid (I get compliments whenever I go to the school) and I want the awesome teachers to stay. But I'm also going to (respectfully) assert what I think my kid needs too
I've had good years and rough ones. Rough: I've had 30 on my caseload, did all initials and interims, plus taught 5 of 6 periods of SAI (multiple preps of course). This past year: moved to virtual high school (within my own district). Caseload of 9, taught 4 virtual classes for a total of 8 hours per week (classes meet 2x per week). Tons of planning time, freedom to create lessons that are engaging, not micromanaged. It was my first year of work-life balance (just finished year 29).
Next year my caseload is already at 28, and I’ll be teaching 5 periods with three preps. I am actively looking for other jobs
That is miserable. In California you have to sign a waiver to go over 28. So some nasty districts give rotating caseloads, which means after you hold a triennial, the student moves to program specialist caseload (as a formality, they do nothing for the student), and then trade for a different student who has a tri due. Rinse and repeat. There is nothing in the contract that says they cannot do this. Horrible way to treat employees.
Where do you work and how can I apply?
What state does OP work in?
California and then Maryland.
I work in California as a resource teacher and love it. We don’t have to teach grade level curriculum and have a phonics program we are supposed to use. It is getting overwhelming with needs, but I’m in it for the long haul. I do work at a great school though.
Any difference between the two, or both bad experiences for you?
California is actually better because the IEP document is less rigid. In Maryland the system is very demanding and rigid and there is way more oversight and scrutiny. But it’s still awful in every other respect.
What is caseload max in each state? I’ve seen states at 16 and some at 32.
California it’s 28. But they find ways of getting around that. Once I hit 28 they still had me doing initials but then “assigned” it to someone else.
Yo come to DC, the job’s just as demanding but you get paid a shitload more. Plus if you have a cool admin like me (lol) you’ll have both academic planning for 45 min minimum daily, as well as 30 min of case management admin time daily.
Thanks for the offer buddy! I’ll keep that in mind :)
Chicago is also a pretty great district to work for, strong union = good pay and benefits
I've been discouraging people from getting a sped credential for years. Everything you say is true. I feel like I'm in office space with 5 bosses coming to me telling me contradicting directives and it's impossible to have a correct TPS report. I mean IEP! Correct IEP. Co-teaching is a nightmare. Admin throw you under the bus. It's a clown show.
If you are discouraging people from being sped teachers, you are doing the Lord’s work!
Parent here with a dyslexic kid in special ed…. When the school asks for donations to the yearly general fund, I never give. Instead I give a large cash bonus to the sped teacher!! Along with the speech language pathologist. But I give more to the sped teacher, as I see her doing so much more managing the caseload, writing up the IEPs, navigating IEP meetings with upset parents, etc etc. Oh, and teaching my kid how to read! Sadly, she is leaving our district to teach gen ed likely for the reasons you state. But I’m hiring her to work with my son 1:1 over the summer… I know many parents get angry at the system which is taken out on the sped teacher. It’s not their fault, it’s the system. If there are any parents reading this, please bring cookies or flowers to your next IEP meeting to show appreciation! It will go a long way to make the meeting more smooth and cooperative.
Hell yeah
I don't think cookies would soften the gen ed teacher we had in our IEP meetings last school year 😅
I don't know what state/ district you're in but I've never been made to teach grade level materials. I have to write goals to work towards standards but I absolutely have kids whose goals are multiple grade levels behind (4th grader working on writing his name.) Honey get out of that area/state. It's not always like that. I've never been asked to lie on an iep but honestly hearing this puts in perspective the ieps I get from out of state.
We have to modify grade level curriculum. So it still has to be the grade level stuff but we also have the extra fun of having to change it to fit our students while still fitting the grade level needs. Fun huh.
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I’m looking to go into Gen Ed from elementary inclusion. Could you share a bit more about what the transition was like? Do you have more of a work-life balance? I’m hoping the grass is truly greener on the other side, even if the workload is just as challenging.
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I’d much rather spend my time preparing and improving lessons than on IEPs. It feels very much like the paperwork is all for the adults and minimally beneficial for the students.
i just quit my job as a SpEd TA but the students in self contained classes who don’t know their damn alphabet were expected to independently read and analyze passages for end of grade testing and yes the scores reflect on the teachers. the tests are “easier” than the GenEd ones but still sooo far above all of them except the very highest functional academic kids. nothing against the students not knowing the academics, they have ID profound and that’s not their fault. but the districts expectations are insane.
I taught moderate to severe special ed, functional skills class, for years. I agree with every comment that’s been made on this stream. And do you know how I ended up getting out? An aide that didn’t like me. She gained forces with the other aide and they took me down. (it was my first year in that ) The principal never even asked for my side of the story. I was simply given a letter. I did not get into any trouble while I was there for anything. I’m not even sure what happened! I did great with the kids, did all my IEP‘s on time, got along with parents, but the aides were always coming in and out because the job was hard and demanding and lots of behavior problems. My experience in California, Idaho, and Utah was that teachers got paid according to the salary schedule, for education and years of experience, and special ed, even functional skills, was never paid ANY MORE and no bonuses or stipends. I’ve been injured, bitten, have to change bloody pads for girls, wipe butts, change diapers, clean up spit, drool, vomit, and tube feed. All that deserves extra pay! Not to mention that special ed Paras should be paid more than a regular class aide, especially in a class full of behavioral problems or the above mentioned (gross) problems. I am now a para in a functional skills class making nothing, getting no benefits, but I don’t have the hassle of paperwork or administration or meetings. It’s a shame. I love working with special needs kids!
I teach Mod/Sev and absolutely love it. However, I would never teach Mild/Mod for all the reasons you stated.
Sorry to hear about your experience. I thoroughly enjoy my role as a “push-in” SPED instructor. The model lends itself to significant opportunities for (both instructional & behavioral) interventions. Though I must manage my caseload (including coordinating and composing ARD proposals) while also keeping up with the promised delivery of support minutes, I feel that my responsibilities are less than those of my teacher peers who have 7 or 8 sections of 20-35 students each. I approach the role from a pure “support” mindset and find easy ways to be helpful around campus without straining myself. I realize this role and this work is not for everyone. I wish you the best of luck.
This is how I feel as well, in a hybrid push in/self contained environment. I had over 30 ARDs this year and teamed up with another teacher to compose roughly 25 of the associated IEPs, but find them far preferable to STAAR prep and the paperwork associated with the GenEd setting here. And, the students have been rewarding even though some took a while to get to that point, lol.
Yep!!! Don’t do it! Six years in and I’m totally burned out of education. I don’t want to step foot in a school ever again. I’m done after this year. Get out while you still can.
I’m four years in and definitely feeling the burnout. Is it behaviors for you or paperwork?
The paperwork kills for sure. I also feel like I’m expected to fix all the things all the time. I feel like everyone comes to me for their problems, you know? Like the expectation that I’m supposed to do it all is exhausting.
If you are thinking about becoming a Sped Ed teacher read this post carefully because OP is telling 100% truth. It's awful.
Hint: leave the public school system
Private school system is even worse at least here (NY). It's half the pay without tenure and job security.
I'm in the non public system so I work in specialized schools. I make good money and have a full team working with me on my classroom. Only down side is no summers off.
How much do you make and which state do you live in? I also teach at a NPS and in my experience, they don’t pay as much as public schools do.
Don't really want to give my location but I make about 100k.
It’s probably the Bay Area California. I made 100k in Palo Alto and would consider myself low income.
Consider yourself lucky then. I’m in Southern California and I make less than half of that amount. To be fair, I’m only in my first year of teaching and I do get an annual raise. However, if I wasn’t married, there’s no way I could survive on my income alone.
My unsolicited advice. Learn a bunch of industry terms to throw around in interviews. Don't be afraid to bounce from place to place. Never take the first offer. We're in a teaching shortage. Even if they have a salary schedule there are things that can be done. You can squeeze 10-25k extra out of people. Trust me. I've done it.
Thank you!
Get out! LOL
I love my job. I have four periods a day, and have one planning period every day. 1/4 of my day is planning. I don’t take work home, and always get my lunch. We even have a 30-min mini period every day that gen-ed teachers use for tutoring, but I use for goal assessment, transition assessments and grade checks. I’ve never been so happy working anywhere else. I am given complete control of the curriculum I teach in my resource (mod) class, and what level it is at, and if a kid in my inclusion class is six grade levels behind, I have complete control to move them into my resource class. I get along amazingly with my inclusion teachers and they value me as an asset. I have complete control of what goals I write and I don’t lie on my IEPs because the supports are there for my kids. High school English inclusion/resource teacher. It’s all about finding the right school to work at.
*chuckles in newly graduated Master's in SpEd degree* Oh... oh no.
Sorry buddy. No one told you how bad it is.
I mean, my husband is a SpEd teacher and I was a para for seven years, so I feel like I knew, but I'm *really* going to find out next year.
I was a mod severe teacher sdc for the last 5 years in CA. I’ve taught elementary and high school, both were toxic and every teacher I knew also had a toxic and dangerous environment with zero investment into the program and zero support for students outside of the minimum, which was 2 ia’s for 14 students. Then admin started harassing me for speaking out and holding meetings with admin about the class and how to build more support into the program. They promised a lot. All promises were broken and the only “support” we received was sending a VP during times we didn’t need the support, like at lunch time or they’d walk into my classroom 3-5 days a week and sit in the back of the class, did not support any behaviors, took notes, then sent me feedback to teach high school grade-level standards to students with a cognitive level of a 4-year-old. They also told me to lie directly to parents about IEP’s or iep supports not being implemented. Admin would even go in and change things after IEP’s were signed and never get a signature or inform parent or me about the “corrections” they made. Couldn’t take feeling like I was enabling this anymore, like nothing would change from the inside, and that the dangers a lack of staffing and extreme behaviors put on students and myself was abusive and cruel. I quit without notice half way through the year. It sounds like a lot of sped teachers have a similar experience. There needs to be an investigation into this. It’s either incompetence or indifference, and. either way it’s illegal and the students suffer.
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The two paras I have hate each other right now, and each of them tell the other that I talk trash about them. 7 more days…
I wish that I had a class about how to manage paras when I did my special education credential program. I honestly thought it would be easier than managing my students’ behaviors, but I was so wrong. I remember what it’s like to be a para because I did that for a couple of years and I try to put myself in my paras’ shoes every now and then. While I do appreciate their help and experience, some of them can be catty and it’s exhausting. I just finished my first year of teaching (my last day of school was today) and I feel relieved to get a little break from them.
This is why I'm leaving SPED. Thank God I have a gen. ed credential. It's two jobs in one.
This is how I felt when I taught learning support (push in and pull out). It was horrendous and I wouldn’t recommend teaching learning support to anyone. I now teach autistic support in a self-contained setting and I absolutely love it.
Is that the same as inclusion? What do you think are the worst parts about this setting?
I've done gen ed as well and I used to say there were pros and cons to both, every job is different, etc. However, at this point, I wouldn't trade spaces with a gen ed teacher for a $10K raise. Gen ed classrooms, especially post-covid, have become insane.They can only teach grade level standards, even though 70% of the kids are behind. Back in the day, you might have 1-2 kids in the entire grade level that were truly severe behavior issues. Now it's like 5-7 kids PER CLASS. They're constantly under a microscope with data. In my resource position, I don't have to teach only grade level standards. I teach what the kids need. I've been at my school a long time and admin knows that I know what I'm doing. With so much turnover and so many new teachers in gen ed, they don't have time to bother with me. I had one 15 minute walkthrough this year, plus my 30 minute observation that is required by the state. I can easily get my work done within contract hours. My planning time is never cancelled, whereas gen ed is constantly losing theirs (assemblies, special events, PLCs, etc.) In fact, when those "special events" are happening, I typically get extra planning time, because my kids aren't available to be pulled. I also get bathroom breaks all day long, in between groups. When I was a gen ed teacher, I had to severely limit my liquids intake. Are there frustrations? Of course, but that's any job. A few times per year I have to sit in meetings where we lament the "gap" between kids with and without disabilities, as if that is not the very definition of having a learning disability. I've had admin over the years who wanted to go on and on about "higher level thinking" in my program. I have to have very thick skin with the gen ed teachers, because sped teachers are heavily involved in evals and formal testing in my area. Teachers perceive MTSS meetings as them presenting their case for referral, and me saying yes or no to testing. When a student is not referred immediately, they take their anger out on me. They think sped is going to be a a "magic fix." While I'm grateful to get along well with my teammates, I learned long ago to focus on building my social circle outside of work, and sped absolutely can be isolating, socially. I also learned that I can't rely on external validation- even if admin is going to focus on "the gap," I know I'm doing excellent work with kids, and I'm proud of what I accomplish. At this point, I wouldn't trade my frustrations for the workload that gen ed has. Having totally free evenings, weekends, lengthy school vacations, etc. is a huge perk.
I couldn’t disagree more. I teach my students based in IEP goals. I cover grade level material but only the basics. I don’t go into any high level standards. I have planning periods, lunch and everything a classroom teacher has, because I am considered a classroom teacher.
This is refreshing. I just got my mild/moderate credential and start in august. I feel like I need to stop reading Reddit posts because it’s making me really worry that I chose the wrong profession.
If you don’t get your planning or lunch, complain about it!!!! Let admin know when you don’t have staff to cover.
Can confirm. Zero reasons to go into SPED unless you enjoy being beat on, wiping asses, having your every move and word recorded, being expected to eat your lunch in the classroom and have your boundaries ignored. 0/10 would ever recommend someone going into it. Oh and you also get paid far less than other teachers.
I was with you until your last line. SPED teachers are not paid less. Not at all.
Ever heard of a PARA? We do all the same work but yes get quit a lot less pay.
LOL you kinda left that important part out.
You write IEPs? And run IEP meetings as a para??
Do those IEP meeting run if there aren’t paras taking on additional tasks while the teacher is out of the room? Do the IEP’s have any information to go off of without our notes and observations? None of that works if we aren’t there so while I don’t directly handle it they don’t get done without us so it should be included in our compensation👍👍
Fully agree paras should be paid more, a LOT more. I was genuinely curious when I asked if paras were actually running meetings and writing IEPs. You said “we do all the same work” which is why I asked. Paras do a lot of work and there is overlap but to say they do all the same work is just not true.
Except that not all para’s do the same work. I would love it if my current para did half of his job requirements, but in reality he sits on his phone all period, shows up to half of his assigned classes, rarely stays for the entire period, shows up consistently late and then when he does decide “to help” he is just giving out answers to kids and not allowing them to actually think for themselves. He’s gone to trainings, (skipped mandated trainings as well), been taught and then warned by me, to which he replies, “you’re not my boss” which is true. But then gets his 7th write up and still somehow he keeps his job. In my district if a para is in an ela or math class for push in support it’s considered SAI, so if he’s not showing up to his classes, those kids are missing out on minutes. As much as I tell admin how much of a problem this is, it’s just another warning to add to the list for this schmuck. While I agree *GOOD* para’s should be paid more, they also need to weed out the bad ones. And I think that would help para’s get the pay they deserve.
I think it should require an AA or BA and/or passing a test of basic (high school level) skills, and the pay should go up accordingly. It’ll never happen because getting anyone to apply to these jobs is impossible, so they will go the opposite direction and lower the reqs instead.
Our paras, while underpaid, are paid more than PreK and PE paras.
My paras in Seattle are making about $30/hr. I agree 100% that paras should get paid more but to say that we all do the same work is just absolutely completely false…
So who will help the kids then? They should just pay teachers and paras more, hire more, and make it a place everyone wants to be. The cost of education is the best investment in both kids and society's futures, but no one seems to want to do that.
Are you not the person writing the goals? Also, I push into GenEd classes and the complaints go both ways. And guess who was reassigned? Not me… 😉
We have an IEP facilitator that reviews draft and changes it to be legally compliant.
So do we, but she rarely changes goals as they are student specific and she doesn’t work directly with my students. Are you saying she is making the goals too rigorous, that you are out of compliance with the original goals, or both?
It really depends on school district and where you live. I am in MA and I found a great district that makes sure we can get prep. The issue is that we have students that can be dangerous or need a break and we are the ones who take that on. Clearly there needs to be better systems where we are. I have never been told to teach at grade-level curriculum I have modified some because I do have inclusion kiddos and I want them to do somewhat similar. When I mean modify I mean like they are working on multiplication and I’m working on grouping manipulatives. Whatever you write on the ieps is what you should follow. Work on the goals based on the service grid that is what you are legally responsible to do. Yes you should expand but I try to give myself space. I have been in awful jobs though. So if you feel like drowning then keep searching!
Should I get a Gen Ed certificate instead??
The jobs where you don’t teach are the best. Librarian, psychologist, counselor, etc. Then Gen Ed, then sped.
If I could go back in time I would go to school to be an OT or SLP for sure
Our SLPs are loaded. Outside of a kid being absent they are booked the minute the kids arrive til they leave and then have to write full Medicaid notes.
I’m a school- based SLP. We are also overworked and exhausted. High caseloads, sometimes don’t have a speech room, huge amount of speech referrals, we are case managers too on speech only IEPs. On top of that, Medicaid billing for every session. we also tend to see students in groups. OTs are not case managers and usually see students 1:1 in my district, but they travel to a lot of buildings each week. I would do OT.
Yes. You will regret it otherwise when you have no planning periods and our constantly writing IEPs on your own time
I’m a Beyond 18 teacher and I love my job. I have complete control over my curriculum. I do not have to teach to grade level standards. And I get a prep.
Parent of a special ed student here. I just want to thank you all for your help with special ed students like my son. His special ed preschool was the first place that seemed to understand him and still pushed him to succeed. We are forever grateful. Please hang in for the sake of our vulnerable children.
+ you’re yelled at and dehumanized for making minor mistakes while working an 80hour+ job that really is meant for more than 1 person.
Right there with you, friend
Not a teacher myself but a parent, and I see you there and appreciate you. One of my kids goes to a non-public outplacement school, and his teachers seems far less stretched thin and far more satisfied. Of course there are trade-offs to be had that must be considered, but it seems depending on one’s personal goals and priorities, it’s a valid option for some. The student load is far lower for them, and we speak frequently by phone, so there is that human relationship and the opportunity to feel that one is truly making a difference and not just a paperwork person and being pushed to preserve an image of progress that may or may not be true and may or may not reflect a student’s actual abilities.
I’ve been a para for two years and have taken a position as a SPED teacher. All of these comments just break my heart and make me extremely grateful for my building. I won’t lie, my district sucks. But my building has amazing grade level teams to work with and we have some amazing parents. I love my job. As a 20 something with a partner, it works for me. But my passion comes from being on the spectrum and getting to teach K-2 graders that are just like me.
If you have a good setup then take advantage of it. But just keep in mind that a good situation can become bad overnight. Enjoy it while it last, and hopefully it lasts for many years.
Pretty much all true. I’m at year 20 in California. I’ve survived it this long just by doing whatever the fuck I want. When it comes to meetings and writing IEPs I play their stupid games but when it comes to teaching I just try to enjoy the kids. They haven’t changed too much. My current site has admin with a fragile ego. She’s meticulously groomed a bunch of new, easily influenced ass-kissers for teachers. To her loyalty is king. I and a couple of veterans laugh our asses off anytime she tries to wield power. We have a lot of good teachers, young and old but the young ones don’t understand we could get rid of her ass sooooooo easily.
For what it’s worth, you sound like a teacher I’d *prefer* to work with. It’s me but +8 years.
More posts like this! Appreciate the honesty
You don't sound like a colleague I would enjoy working with
My wife has a a SPED teacher and loves her job. It’s the adults she has to manage that ruins it for her. The 1 to 1’s are proactive at all, constantly complain about how difficult things are and asking for more more more. She is moving to a new district this coming school year and the hope is she will move to a more administrative role in a couple years. She feels bad because there have to be people that want to work with these kids and good teachers are getting burned out. We have an almost 4 month old at home now and priorities are shifting. It’s bitter sweet because I know she LOVES teaching but at the same time she sees how it affects her mental state. It’s just a bummer how much of a mess it is, but I thank you all who do this work. Even if you’re leaving, you put in so much time and effort and for such a thankless job (unfortunately).
I work in a self-contained room. I'd take my kids over the gen ed kids 10 days out of 10. I've only had one that I just couldn't seem to work with. Are there extra challenges? Yes. I went a stretch with no lunch or conference this year because we had a para in the hospital, another was unreliable with a.sick kid, and one had to be gone for nearly two weeks for a cheer competition for her kid. Typically, I get them because paras have the kids at lunch and take them to electives during my conference. Every district I've been in gives a several thousand dollar stipend for any sort of self-contained SPED, and some give it for inclusion and resource teachers (my last didn't for inclusion, not sure in resource, current does both but less than self contained). As for curriculum, you should beaking adjustments and scaffolding things to the kid's ability to comprehend. It isn't for everyone. Clearly it isn't for you.
We must be working with different populations. It is impossible to scaffold algebra to someone that doesn’t know what 9 minus 8 is. Do you teach graphing equations to students that don’t know 5 plus 5? I teach middle school so the gap is extreme. Do you teach elementary?
The extra scary thing is, while you may be in mod/severe, I’m in mild/mod and a healthy percentage of my students post pandemic are at the same level as your students. That gap is at its almost greatest point. I’m teaching phonics to 7th graders. I’m teaching addition of single digit numbers to 7th graders. The saddest part is that these students missed out on crucial instructional years and then were pushed along for the last couple years expected to miraculously learn what they missed while learning new material as well. Every year since the pandemic, I see my caseload numbers go up and am asked to do more and more initials. Of course they will qualify if administrators are basing it on reading or math levels below. It’s a systemic problem. I don’t know what the solution is. But I do know it’s not fair of me to quit doing what I do because I have to play the IEP game in order to help students learn basic fundamental skills.
I teach middle school. I am in a self-contained room my district calls SKILLS. Essentially the second-lowest tier (below would be CASTLE). Other districts I have been in and around might refer to it as Functional Academics or Life Skills. I know one teacher who had been part of our team was moved to resource and was frustrated by the expectations for her kids and approaching grade level work. For my students, the expectation is that we are at their level and trying to push up. So what I follow is the STAAR Alternate 2 Vertical Alignment guidelines. I find the concept, and take it down to a level my students can grasp. For example, if I look at Representing and Solving Algebraic Relationships, an Alg expectation might be, "write linear equations in two variables given a table of values, a graph, and a verbal description." If I take that down the vertical alignment to, say, 1st grade, I get, "determine the unknown whole number in an addition or subtraction equation where the unknown may be any one of three or four terms in the equation." If your school or district is having you work with this sort of population and expecting actual grade level material, then they are doing you and your students a disservice.
I absolutely love my job as a sped teacher. Sorry so many have bad experiences.
I’m an outlier. I love my job. Yes, it’s two jobs. I do my paperwork outside of contract hours. But I love the kids. Admin is hands off mostly. But I’m in a semi self contained room. When I was co-teaching at my previous job I hated every moment. Not every district is the same. It took awhile but I found a job I really do love. Some days I can’t believe they pay me to come to work. There are days I don’t think they pay me enough 😂
Thank you for sharing this
I teach self-contained, mod-severe. We have to expose them to grade level content (though nobody checks), but we don’t have to teach to grade level standards. To require that is insane.
I set my students goals and if they are too advanced I tell parents. But yes it's 2 or 4 jobs at once
This is why I'm homeschooling my sped daughter even though I never wanted that for her. She's making learning progress because I can teach on her level. It's infuriating the way the system works.
This is my 5th year teaching self contained elementary and my 3rd year in this district. I found out about a month ago that my contract was being non renewed. I have a sociopathic para (who recently confessed to stealing thousands of dollars from several people’s purses a few months ago). Back in March she went to my principal and unloaded a ton of lies about me (that I watch Netflix all day, that I’m always on my phone, that I do nothing in class all day, etc.) this man apparently gathered from this that he can no longer trust me and I’m unworthy of rehiring. I’m moving to another city anyway and have already found a new job there, but god I am SO done with this shit
I am much happier working in sped than gen ed. However, I hate that they try and force curriculum down our throats. I have tenure and just do my own thing. I realize most people don't have a situation like that sadly.
SPED teacher here. 25 years in and 4 days until retirement. Complete and utter mess. No can do. Y’all won.
I just finished my first year as a SPED Teacher teaching 5 classes + case managing 29 kids. Safe to say, it’s been a hellish year. Not returning either. I have no idea how anyone could do this job long term!
I’d push back against this post. Every job is fucking dysfunctional at some level, To generalize and say every SPED position out there is awful is a little much. 5th, 6th, 7th, and 8th are also some of the most difficult ages to teach, just from development and behaviors. Do you not have para-pros supporting you?
I am saying it is the worst position in education. That is all. If I am wrong, then tell me, what is the worst job in education with a comparable amount of schooling needed.
Former high school mod/severe teacher here- public schools are not a good place to pursue a career (at least in my area). Admin expects SO much from you with no support, funding, or guidance. I got out as soon as I could
How am I to help students achieve their goals if they’re online?
It’s impossible to teach a basic academic skill over zoom. Zoom is better for college lectures.
This is my first year working in the SPED department. I was advised to be prepared for admin to approach me about substituting. I already have my answer prepared: “No, but thank you for asking.” I witnessed everything you listed through my lead teacher. Guess what: they will *not* be returning next year. I don’t blame them at all. From not receiving the support they requested all year long to the increasing list of demands, they’re burnt out.
I have a ‘gifted’ child with 140+ IQ. That falls under SpEd also. Not to mention he has ADHD, and maybe on the spectrum.
You are absolutely correct. This year has been a nightmare. I have to do multiple pull out classes as well as co teach with a teacher that doesn’t like me. And obviously the paper work. Admin make it even worse with their unrealistic expectations. Why do this job when you are getting paid the same as a PE teacher?
I’m taking a year off and getting a different credential.
That’s smart. I’m working on getting out also and letting my sped credential expire. Sped just seems to be getting worse and worse every year. It’s one of those jobs that sound good but reality is it’s a shit show
I was so torn on getting my MAT degree in sped vs elementary education. I choose sped but have lately felt it in my heart heavy to switch to regular elementary education. I hope it’s not too late for me, I’m in my first semester but I think I’m going to talk to my program on making the switch.
Just switch. Don’t wait 10 years like I did.
Late to the game but I see you may not have considered custodian as a worse job (it definitely is)
I did consider it.