3 Tested Time Management Hacks for Special Educators

Wednesday, November 28, 2018

Our time is so precious and there's simply never enough of it! So, how do we get a hold of it?

1.) Determine where your time is being spent.
Have you ever read the book 7 Habits of Highly Effective People? While I am personally not one to consistently dive into the "self-help" genre, this book is essential for anyone and everyone. Stephen Covey lays out some really important habits that those who are truly effective embody. One of my greatest takeaways was his Time Management Grid. 
What in your day fits into each of the 4 quadrants? Where are you spending the bulk of your time? I created a grid for special educators to show the generic overall events and expectations in our field, and where they might fit into the time management grid. 
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The Truth About the Emotional Disability Category

Monday, November 19, 2018

Disability categories ebb and flow and change regularly. At one time, we called students as Emotionally Disturbed, or having a Behavior Disorder, and nowadays we refer to this label as Emotional Disability or having an Emotional Behavior Disorder. Some people may refer to this as a student having ED or an EBD. Does it really matter what words we use? Yes, it does. Language matters. There is always a reason why language changes when referring to populations of people, and there is a specific reason why this language changed. There is no longer a defined difference in having an emotional disability or a behavior disorder, it is now considered one in the same. 

How does a student get identified as having an emotional disability?
According to IDEA (Individuals with Disabilities Education Act), a child must exhibit at least one of the following to a marked degree and it must adversely affect their educational performance:
  • struggles with learning and it cannot be explained by intellectual, sensory or health factors
  • struggles to build and/or maintain meaningful interpersonal relationships with peers and teachers
  • given normal or typical circumstances, the child exhibits unmatched behavior or feelings
  • a general pervasive mood of unhappiness or depression
  • a tendency to develop physical symptoms and/or fears associated with personal or school problems

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5 Effective Ways to Teach Size of the Problem

Friday, November 9, 2018

Making mountains out of molehills can be some of our biggest battles as teachers in behavior focused special education settings. Situations as small as a student getting the wrong pencil can start an enormous battle when we are working alongside children with limited coping and problem solving skills. Teaching students to determine and accept the size of the situations they face is a crucial step in the process of problem solving on a daily (hourly!) basis. Here are 5 steps (and a few tried-and-true support products!) to help you figure out how to best tackle this essential skill!

5.) Focused Practice
Students need ample time to practice this skill in non-crisis situations. As we know, teaching skills during the apex of crisis is essentially a lost cause, and these skills should be focused on when students are at their baseline. I love scenario based practice using frequently experienced situations as a guide. Having your students problem solve through common situations when they're ready to learn is an important way to build their skills so they can see clearer when they face those uncomfortable situations in the future. 

I created a set of 100 scenarios that I used every day during our morning meeting time. I projected these and together, as a group, we talked them out. This allowed students to role-play, problem solve, and think through situations that they faced all of the time! I wrote these scenarios with my students in our therapeutic behavior setting in mind. You can grab them here!
Size of the Problem - 100 Digital Scenarios
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