Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs.

The first step to establish strong relationships with families of children with special needs is to spend time discovering their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout a child’s time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom.

In your collaboration with families, acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004).

Many parents don’t understand the obligation of the school to evaluate their child, and they may not know how to push through a request for evaluation when facing resistance.

Academics Back to School Behavior Blog Fall Schedules Seasonal Simple Classroom VocabularyThe First 10 Days of School If you are anything like me, the first 10 days are a struggle. You have so many new ideas for the new year, so many things you want to implement, and you feel pressure to start on the very first day. Here’s my number one tip: DON’T. Just don’t. In special education, and more specifically the self contained setting, what our kids really need is STRUCTURE.

First, we walk through the routine.

Vocabulary is HUGE

As the school year begins, it’s always fun to learn more about your students in a way that celebrates individuality and promotes creativity! Using this beginning of the year digital all about me activity is as a creative way for my students to set goals, express their favorites, and have something to look back on for their school year in our class.

One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk

Many general education mainstream students cannot perform the following simple tasks: telling time from an analog clock writing a simple letter signing their name in cursive note taking and study skills

Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together.

nstead of pulling children out of the classroom to offer them specialized instruction, in an inclusive classroom special education teachers come into the classroom. This allows for general education teachers and specialists to work together in the same learning environment, benefiting all students, who are offered additional resources and support. This support often results in greater academic gains for students with disabilities as well as students without disabilities.