Interviews with Special Ed teachers

I have gained so much knowledge after interviewing two teachers who work in Special Education. I explained that my topic was autism, and they both offered plenty of information.

The first teacher who I interviewed works with 3 and 4 year old children who have autism and works in a self-contained setting. She believes that there are several issues in autism which include diets, sensory needs, education, least restrictive environments(LRE), communication, and transitioning.

She said that one of the biggest problems she encounters is that the parents of her students do not understand or remain consistent with the way that she approaches their child's behaviors at school. As a teacher, she tries to educate the parents as much as she can, but the district does not allow them to have home programs in which they can help them in the home setting.

 Another major issue that the first teacher mentioned is that the clinic team that assesses and places students does not seem to have a good grasp on what her classroom is all about. She actually has been getting some students that could have benefited from a less restricted environment but she cannot tell a parent that when a child enters her room. The only thing she can do is bump up their skills and send them on to an early childhood class the next year.

The first teacher who I interviewed believes that the LRE is most important and concerns her. Students are being diagnosed with autism more and more, and she’s not quite sure they need to be diagnosed so early unless they are not getting early intervention services without it. When a student turns 3 it's important that the clinic team knows what goes on in each classroom in order to determine the best placement for that student. The teacher has spoken to the administrator about having the clinic team observe in her room so they get a better idea of what her classroom entails so that LRE is discussed and students are placed appropriately

The second teacher who I interviewed works with 5^th-8^th graders who have autism. She feels that the most important thing for people to remember about autism is that there is not a cure to it, but those affected with Autism can grow, improve and progress. She understands that not all students will progress the same.  Not all students will talk or be able to move out on their own.  She feels that one of the biggest issues with autism is the misconceptions. She thinks that it is sad that parents think that vaccines cause Autism.  There is no proof of this and no study to confirm this.  It is important for doctors to educate their patients and parents of children on this misconception and the importance of vaccinations, especially in our modern, global society in which we exist.  Next, she thinks that it is essential that parents understand the necessity of getting their child into therapy or school as soon as they receive a diagnosis for Autism.  It is essential that all parents get their children screened at two or three years old to help catch any disabilities.  Finally, she thinks that one of the most important topics people need to know more about and be educated greatly on is how to deal with behaviors.  She believes that parents need to be trained on this, work hand in hand with counselors, social workers, teachers, anyone on their child’s team, to create a cohesive and structured behavioral plan to help the child learn what are appropriate and acceptable behaviors and what are not.   

 The second teacher feels that some of the biggest issues are helping parents understand how to deal with Autism, how to deal with behaviors, and how to find help for their children.  There are so many quacks and “heal Autism” gimmicks out there, that parents do not know which way to turn.  She also believes that parents need more help on knowing how to deal with negative behaviors.  More trainings should be offered and insurance should help cover any therapeutic needs for students with Autism.  There are so many parents that fight for their insurance to cover things.  And it is difficult and time consuming to receive free help or there are many institutions that put parents on lengthy (years and years) waiting lists to receive any free help. 

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These interviews helped me tremendously! I already knew which topic I wanted to chose because I am so passionate about it. However, there is so much more that I would like to learn before I put an advocacy plan in place. The first and foremost thing that I want to focus on is the assessment and placement process. This is extremely important, not only for the children, but the teachers as well. It’s only fair to place the child in the correct classroom so they can receive the proper education. Both teachers seemed very concerned with making sure the parents receive the proper trainings and gain knowledge about autism. The other issue is funding. Without the proper funding, it is hard for parents to get the help that they deserve.

After interviewing both teachers, I’ve decided to focus my paper on autism. Three additional topics are Assessing/Placement, Family Resources/Educating Parents, and Funding.

Questions I have for my colleagues related to this area of interest are:

Does anyone work at school that assesses and places children? If so, how do you feel their accuracy is? Do you feel that an hour evaluation is long enough to determine the fate of your child?

Does anyone know of any good resources for parents of children with autism?

Where could these parents go for help with their home life? How can they reciev additional services if they can not afford it?