Anyone have any links to any good study materials for this? I've bought a study guide for this test for my state and made a Quizlet for this test with the Jennifer Yeager study guide yet I've taken this damn test three times and I've failed each time. Luckily my principal is very understanding and has cut me an emergency cert for sped under the good faith clause guidelines. I'm just frustrated is all. My fellow redditors, do you have any links to share you'd be willing to pass along?

TLDR: lied to about dangerous student, set up to fail, injuries to staff, hullabaloo

You can find the original post on my history.

18m about 6" and over 200lbs (I am bad at guessing weight but let's just say a well fed unit) came to my state school. I was a first year long term sub (originally an aide!) thrown into teaching severely disabled children with no experience teaching or with disabilities.

I have a degree and allot of patience! It's funny but I think being married for 7 years to an abusive addict helped prepare me for the student rages/screaming/behaviors. Anyway! So I get this student. Nonverbal but babbles. And there's allot of hullabaloo around him which is weird. The last principal calls mine to prepare us. That's not normal right? They say he's physical. He hits, he attacks. But he's really sweet. Red flags big time.

It's allot of delays but finally he comes to school. He's in my class 45 minutes before he attacks another student. HE went to an area SHE was occupying first, minding her business on an activity, he makes a gesture to indicate he possibly doesn't like her on the mat but like. He went to her. Within 30 seconds he's up and has a fistful of this small lady's hair and has jerked her head to the ground backwards. The aide right next to her screams at him so loud it startled him so he's deer in headlights and let's us remove her from his grasp. We send little one to another room for the rest of the day.

After that the principal and myself ambush the current foster family at end of day pickup and she pitches shortening his days from full to 2 hours. She stresses it's just until he adjusts but she and i know that probably isn't going to happen for a long time. He says yes. So begins my tense gauntlet every morning. My other students are in different classes so that he is the only student in my room. (Don't get me started on their behavioral regressions because of this) boss says he's gotta be checked out or something to be more medicated before he returns which he's only out one day.

A couple days later he's served chocolate milk. We're careful and minimal interactions, but all of the last staff, everyone who has met with this kid, therapists, they've all said the same: "don't interact with him at all for the first couple weeks/months". Lol why is he here then.

So his IEP says he's weird about sweets and chocolate. Avoid it. Ok, I do. But I don't really think of chocolate milk as chocolate... Which starts the first attack. Apparently the last school had an ENTIRE LUNCH ROUTINE they deemed necessary for safety that they didn't share with us! He was always given 2 servings of everything, even milk! (This isn't supposed to be allowed). How were we supposed to know!?

He indicates he wants more. My older aide sweetly picks up the empty carton, "let me go ask if there's more" she turns around and he's got two fistfuls of her hair jerking her head. Obv I leap to help but the second he releases her he's on me doing the same. I'll spare you the details. We're supposed to exit the class but couldn't really get away from him and I had ALARM brain saying I can't leave if my aide is in the room. Anyway eventually someone notices our screaming and draws a staff audience, a veteran teacher finally screams at us to get out and with a little careful maneuvering we do. This all happened very fast.

I'm tearing up from the assault and being shaken like a rag doll. He's trying to dismantle the door to get out where 2/3 staff are holding it closed. The top sliding lock is bent off. My BA was at our sister school and had to be called. He's too mad to go home on the bus. Foster dad comes. Blames us for upsetting him. "Of course he's mad, you gave him chocolate milk!" Also said this gem "you can't have him around other kids"

SIR. I SENT HOME TWO HAND WRITTEN LETTERS BEGGING FOR MORE INFORMATION, AND YOU IGNORED THEM. Get outta my face.

Our necks hurt. We're picking small clumps of our hair off of us. When he leaves our hair is still in his fists. It's a nightmare. My neck at that time is not awful but it ain't great. I call the comp line, tell them it's a 4. (Mistake!) They say I don't need medical attention. Tell me not to worry about it basically. 4 days later I'm still in pain, go to my doc, who laughs and says that's fucked up. I get referred to workers comp doc who just tries to give me pain killers. It's a 2-3 month fight to get physical therapy.

Everything about this was a nightmare. I message my boss and her boss to say I'm optimistic but afraid and please help me. Suddenly we're in trainings again, his old buildings staff is there to educate us on how to work with him because obviously WE did something to provoke him. It's OUR fault we got attacked. I am a very calm person and I almost lost my cool at the condensention. He was happy and calm while they were there because he KNEW THEM.

Also, I had the last teachers observation data and tracked behaviors for the last few months he was in school. The old principal looks me in the eyes and says "his behaviors really were much better at our school, he had them under control" or something. I'm seething inside. Their data was skewed. They weren't seeing explosions because when he got worked up they'd send him to the calm room where behavior was not tracked. So guess what, data shows his outbursts going down with calm room use going up. That's not a hard correlation to see. This mfer lied to me. And guess what my TINY building doesn't have?! A calm room.

Gosh. Long story short I still have to teach this student. We try to do the IEP and the full team agrees he needs other (more restrictive residential type) placement but when the paper goes home to be signed they refuse. It's a mess. So I'm still his teacher indefinitely.

We've got a barrier across the entire room of tables. I work with him over the table in very short bursts. Some success. There are still incidents but none as bad as the first one. A month or two in his foster family has had it with holes being punched in their walls and he gets moved someplace else. I don't know how he's doing. He did have some moments of sweetness and smiles but... Nobody deserves this treatment as an educator. He should never have stayed in our system that long. Why are others so okay with staff getting hurt?

My coworker who had it worse had a concussion, whiplash, and spinal strain. She was out on workman's comp over three months and is STILL in physical therapy and unsure in they can continue the job. I just graduated my physical therapy and am more or less fine, I didn't take any time off work. (I should have, but money.)

Why are students this violent allowed around other students? I hope he is getting the help he needs but my heart truly goes out to the staff at his next school because the same thing is going to happen to them all over again. 😞

I love my students. I've loved this job. But that was too much in my first year and I'm switching careers at this time.

Ok, so I was non-renewed earlier this year which really shook me. I had been trying to find a new job for this upcoming school year for a few months in neighboring districts and almost every application I filled out required me to state if I had been non-renewed or not. (Side note: I was not given the opportunity to resign in place of receiving a non-renewal) I was honest and explained why, but I was worried it was greatly effecting my chances at ever getting hired. There also weren’t many resource room positions opening up which is what I’m looking for. I only got two interviews within the span of a few months that never panned out, so I started applying to charter schools as a last-ditch effort to get a job. Before the school year ended, I was offered a resource room position at one of the charters I applied to. I was really nervous because I haven’t heard too many good things about charters, but had heard good stuff about this place, and I felt like I couldn’t afford to be very picky seeing as how barely any district schools had even reached out for an interview. Where I live , any public district school is going to have at least a 40 student caseload. We have to do all of the evaluations, observations, and scheduling ourselves. The stress of my last job was insane and I had very little support due to our SPED team being spread so thin. The charter school I interviewed at promised that my caseload would not exceed 30 (which would be a DREAM compared to my previous 48) And told me that they handle testing/evaluating students, as well as scheduling all IEP/Eval meetings. This sounded much better than what I could get at a regular district school, and I was worried that I wouldn’t get hired for a while if I waited on a district school.

So I accepted.

Since then, I’ve done more research on charter schools and have not liked what I found. Charters in general don’t seem to have great reputations amongst a lot of teachers. And my own personal experience interacting with them hasn’t been that great so far either. I had to schedule meetings to meet people there to turn in paperwork and do HR stuff, and both times the person who was supposed to be meeting with me did not show up, leaving me to just give all my stuff to the office workers and leave, even though I’d had a few questions I’d wanted to ask in person, but no one was there to do that.

I’m mainly concerned with a lot of people saying that charters are actively hurting public schools by leeching public school funding, as well as being more discriminatory with being able to accept certain students over others despite being “public” schools.

I’m not looking to quit or anything, I don’t want to cause a bunch of trouble. But should I be wary going into this job?

If you were given an unlimited budget— what would you buy for your classroom?

I am in shock still. I didn't even apply for a teaching position because I don't have a license. I applied for another position back in May and the school reached out on Tuesday to see if I'd be interested in teaching Middle School Special Ed. They scheduled an interview yesterday and I just accepted the position.

I have always aspired to be a teacher but never got there. I have an undergrad degree in psychology and have spent the last 7 years doing case management. It sounds like this position will be mostly co-teaching with one class that I will teach alone but curriculum will be provided. It is a Positive Pathways class (I'm not even 100% sure what that means).

I understand that I am in over my head, but I was wondering if anyone here has "fallen" into teaching this way or might have any advice for someone starting out in special education with no experience.

ETA: it is an SLD position and I will be one of 9 special ed teachers in the school. This is in Minnesota.

A friend and I are drafting a state complaint and possibly an office of civil rights complaint about the way our district handles the alternate diploma track. This was prompted partly due to the reaction we get when we tell educators and parents from other districts about it. The district will sometimes put kids in special education onto an alternate diploma track in Kindergarten based mainly on poor scores in initial IEP testing, and not bother to tell parents about the implications of this alternate placement. It seems anytime I share this, I get reactions ranging from shock and horror to laughing out loud. So I’m guessing this is not typical— curious to hear how your districts handle the alternate or special ed diploma track. Thanks!!

I’m starting at a new school, in a new district this upcoming school year.

Before I left my old district I cloned my old Google Drive. I was just about to upload it to my new school drive so I am not clogging up all of my personal storage, and so I have easy access to my school files as I work.

The Google Drive is managed by my school district (as was my old one).

If I upload my old drive (which has previous goals, full names, some pdfs of IEPs, ect. ) am I breaching confidentiality?

Thanks for your thoughts.

I just took a position as an extensive support needs teacher. I’ve been a BCBA (all school based) and special Ed teacher in mostly autism classrooms for 8 years. I have a background mostly in behavior. I’m super excited! I have some experience in the area of medical/physical impairments but not much. Can anyone give me any pointers about classroom set up? Also specifics I should brush up on as it relates to case management specific to medical/physical impairments?

Like, when the one kid LITERALLY cannot stay in their seat. Autism and ADHD.

Just curious as to what people do.

I use token boards and visuals. I restate rules constantly. I use praise generously.

I’m interested if these things improve or if you just kind of learn to live with it and work around it?

Edit: they have a wiggle stool, we have flexible seating, he works with the BCBA.

I don't know why to be honest, but I cannot stand doing push in services. I can't even really verbalize why, I just really dont like it!

Good afternoon and thanks in advance to anyone reading this. In an attempt to keep this brief and spare you all the boredom of our lives story, I'm going to be blunt and assume everyone in this group knows, and can relate to, just how hard my wife and I fight/advocate for our kids...

Our daughter is beginning Pre-K after procuring her IEP (right after aging out of her EI). She had a birth injury resulting in neurological damage, diagnosed epileptic and CP(very very very mild, not until a 3rd neurology opinion at 3yrs old did we ever hear that term).

Our other daughter, just 12 months younger than she - is the greatest thing to ever happen for our first. Best friends, inseparable already, limitless admiration between the two of 'em. The little one, however, is attending our preferred private school pre-k program, which my wife is obsessed with. In a perfect/non-IEP world, both of our girls would go there together.

To me, the IEP is a non-negotiable. But, my wife, to no fault of her own, mostly just a lack of education we both share as this is all new to us, is not as sure. She feels since we do private therapies 2x a week and have an immense team built around our daughter, she may be in good enough hands.... Again, she is genuinely the most amazing woman I've ever known and seeing her take on the role of mother/protector/advocate has left me speechless. She is not offering this opinion due to lack of care or ignorance... I think more than anything, it's just a wish for "normalcy" and her girls to be together. I can understand that.

Considering we left NICU and were instructed to get our daughter involved with EI, which basically transitioned into her IEP, I can't fully argue the importance of the IEP. We were just following Drs orders and have been ever since. I obviously understand the value of the therapies offered in school, at no cost to us.... but what more is there to it? What are the intangibles related to an IEP? The unpredictable ways in which it can help down the road? The rights it affords us that we absolutely do not want to sacrifice? Right now, all I can really argue is the fact that she receives free therapy and has some extra eyes on her... But I know it's of more value than that. This are all just thoughtless sample questions to hopefully make my intent clear enough here... With our daughters diagnoses, we are two very busy parents and have spent every minute of the last few years fighting for her in one fashion or another, the EI and IEP never crossed radar as something I needed to fully understand - we just did as we were told; there were greater priorities regarding our girls health. So, forgive me for being a bit behind on this but please, can anyone educate me a bit? For what it's worth, we are in New Jersey. In advance, thank you so much - I greatly appreciate anyones time.

Hi everyone! I am going to be starting my first year teaching in a resource setting in August. I push in and pull out kids. My caseload will be about 8 as of now. I’m looking for tips/advice that you may have for me. Thanks!!

I have a middle school age profoundly autistic kiddo who after 3 years of homeschooling due to lack of appropriate placement, finally got to go to an amazing school this past spring.

It is however 45 minutes away. In lieu of transportation the district and I worked out an agreement for them to reimburse me a$25 per day per diem to transport him. Given the level of his PTSD, anxiety, and potential aggressive and self-injurus panic attacks I strongly believe me transporting my kiddo is the most appropriate solution.

I would like to move closer to the school, but I'm really worried about changing districts.

Can anyone give me a general scenario of what it might look like, if we switch districts and they don't agree with his placement? Keep in mind we do not have data prior to this spring. When he was in public school, they would often fail to file any sort of reports or adequately document what exactly was happening.

Tip of the iceberg is he was frequently being restrained by the intervention specialist who did not know how to manage meltdowns, leading to some pretty severe PTSD. There were big big issues and it was clear that they knew they could not provide services for him appropriately- but there was no openings within an hour of where we lived at the time.

We moved about 18 months ago to find better resources after sitting on every waitlist within an hour of where we used to live, for many years. I continued homeschooling the end of 2023. We are very very fortunate that the new special education director in our current home district openly agreed that they could not provide FAPE given my son's level of need. Without forcing us to put him in the district for data collection she set us up with our districts placement coordinator this spring and helped us find an amazing placement.

The area we now live has a much higher crime rate than we're comfortable with, and coupled with the long drive I really want to move closer to my son's new school. But I'm so afraid that moving could mean they force a change in placement.

If anybody can provide some insight as to what a district challenging his placement might look like, or suggestions on how to approach a potentially new district to see if they would agree to leave placement alone hypothetically, I would be greatly appreciated.

Hello everyone. I am in charge of a 7y/o autistic kid who doesn't listen to me specifically. I don't know why, I don't think I don't verbalize things good enough. If I say something the exact same way another teacher does, he will listen to the other teacher and instead he would just yell at me to "go away". Today he threw a little stone at me too. He ignores me and he will listen to any other teacher. I must admit it really bugs me. What should I do? What I try is to engage with the students in his vicinity and try to redirect them instead of actively try to to get my specific kid to do something...

Hey, yall. I just got hired to teach a self-contained special education class in Texas. I taught in the 22-23 school year and I taught Theatre so I was a general education teacher, meaning I went to ARDs or IEP meetings I didn’t do much of anything except maybe comment if they asked me specific about a student I had. I know it’s very common to Just kind of throw people in the water and I have no idea what I’m supposed to be doing with IEP‘s as far as writing and editing them and I don’t know what my role is as the special education teacher. Does anybody have any resources or I can learn about what that supposed to be like for me or have any pointers for me?

I need some advice. I earned my master's degree in special education from another country, but my district wants me to enroll in a residency program to prove that my degree is from an approved education program. I'm confused about this requirement, so I decided not to renew my contract. My principal fought for my position and needs me since there is only one special education teacher left. Now, the district is telling me I can apply for an emergency license for one year, but I still need to enroll in a GPA recovery program. Again, I'm confused because my GPA is not bad (3.69). I told my principal I would think about it. I don't know if this is all worth it because they still want me to do the residency program next year.

I am a career changer who went back to school to become special ed certified. I was a preschool teacher for over 15 years and then joined a program to work as a paraprofessional last year and then a resident teacher for the upcoming school year.

Last year I was in k-2 cluster and loved that. This summer I am doing a kindergarten bridge class, and that's right up my alley. I just found out my placement for next year and it's 6-8 pull out reading 😬 I am excited because the teacher I'm working with is awesome. And the school looks nice so that's good. But I'm ever so slightly terrified since I've never worked with anyone over the age of 7.

My school kept calling our home to try and force it on me, but my mother kept refusing it.

My friend had our school do the same thing to her and her mother, but they were successfully able to force her into a smaller 8 student classroom.

So in 7th Grade, my teachers were concerned about my learning. I guess they went in and spoke about it with the school psychologist? I say this because the school psychologist kept calling my home threatening to put me in special education. According to my mom, at one point he just said, "If she keeps struggling, we're going to put her in special education without your consent".

The next year in 8th Grade, I was in all inclusive gen ed classes with two teachers. One general education teacher and one special education teacher. It honestly just felt like a normal class, except there was a teacher following a group of us to every class. She never did much, but join in on the open conversation the gen ed teacher was having with us. She would occasionally speak to us or the gen ed students.

She would also very rarely take the special education kids out of class for tests. This never included me, though. She did this like once or twice the entire school year.

This was all she did. What is her purpose? Why do I need her in every one of my classes if she does nothing for or with me?

I'm a special ed teacher who has worked mostly in self-contained settings with low-incidence (significant/severe cognitive and physical disabilities) population. For the past 15+ years I've primarily taught students who are pre-verbal or non-verbal communicators and new/emerging to proficient AAC users. Because of this, I'm very experienced in teaching AAC and have some (but not a ton of) device and system-specific training. It's become my favorite part of my job and as I look to possibly transitioning out of the classroom within the next year(s) it's something I'd like to do "next."

The major issue is, all AAC-related jobs seem to require an SLP-CCC. I do not have an SLP degree, nor am I interested in one (I don't want to work with language disorders, articulation, swallowing, etc. so getting a degree that would include maybe 1-2 classes on what I want to specialize in, seems a waste of time and money). I also cannot afford to quit my full-time teaching job to get such a degree (I'm single so I have no other source of income other than myself). I would be willing to try to work something out for necessary training/certification that would be actually relevant to what I want to do, of course.

I have seen AAC specialists as a currently un- or under-filled hole in the special ed world and am not sure why it only seems to exist under the umbrella of SLP. I've thought about private practice: I've tutored several students just in AAC over the summers so I know it's something some parents are willing to pay for, but not sure how feasible that would be as a full time thing.

Does anyone know of any other way to approach such a career change? Or even know of programs that provide training/certification in AAC without needing an SLP degree? I'm in the US, if that is relevant. Thanks!

So, I have 3 teachers, an aide, and 11 kids. I will have most of these kids during the school year, too.

The class was out of control. The oldest teacher (we are all below 28 if that helps) took charge and was not very structured. The BCBA told me that this group I have was in another school with very little structure for their education up until now.

Being it’s literally my first day here, I don’t want to step on toes and be a know it all. However, we had a kid already pull the fire alarm, multiple elopements, hit/throw things, scream to the point of almost throwing up, and other outbursts. In 4 hours. In one day. I’ve worked in other districts and this is definitely the craziest first day!

I tried my best to help. The most challenging kid seemed to like me, and the BCBA said the child and I paired well together. However, I sensed frustration in my principal when he pulled the alarm, even though there were many other adults in the room and I was attending to another kid when it happened. I took it personally (my bad) and it kind of threw me off the rest of the day.

I know extended school year programs are generally disorganized and chaotic. But knowing I’ll have them next year is terrifying me.

Ultimately, I’m afraid my coworkers don’t like me, I’m afraid my BCBA and principal think I suck, and generally im terrified im not doing a good job. I need this job to live (like everyone else!) and im beating myself up.

I spent the first 4 ish years of my career in my hometown district, so this is really my first time with 0 allies or any idea of who is who and what is what.

What should I do? Should I ask for feedback? Is it just first day chaos? I’m so stressed.

(On the other hand, the kids were lovely. Even if they were behavioral, I love using ABA techniques like token boards and visuals, and I love meeting new colleagues)

Hello! My child was only able to attend two months of this prior school year due to significant medical issues. The district is insistent that they move on to the next grade. Can my child receive compensatory services in their IEP to address the learning loss resulting from missed academic content and extended absence?

Hi, all!

Are there any Discords focused on SPED?

Due to an influx of people asking for research participants and journalists looking for people for articles, this is the thread for them to ask that. Any posts outside of this one asking for research participants or journalism article contributions will be removed.

Thank you for your cooperation.

I’m a parent just looking for some advice on how to best advocate for my son (5). He’s going into first grade this upcoming school year. Just seeking advice after an extremely negative experience this last year in Kindergarten, he was in a mild/mod self contained classroom.

A little background just to give a clear picture, my son is speech delayed and started Speech Therapy at 18 months. He’s made tremendous progress with his speech and is currently focusing more on articulation. Prior to his Kindergarten year while attending preschool the director of the program took us aside and spoke to us regarding concerns regarding his behavior; specifically inattentive, impulsivity, hiding under desk and my son also has had a hard time potty training and had frequent accidents. She referred us to the regional center( we are in CA). This was honestly surprising to me I knew my son lacked focus but I thought it was age appropriate he was 3.5 y. So I took the recommendation seriously reached out to the regional center and our own pediatrician to proceed with a full evaluation. This unfortunately whole process took a very long time and while waiting to start kindergarten we also had him evaluated through the district as I knew he would need at least speech services during school. The assessment by the district stated that they didn’t see any signs of autism but likely saw signs of ADHD. Which the assessment we finally got after almost 2 years of waiting on Kaiser also agreed with. Which made more sense to me since his father has ADHD as well. We had our first IEP prior to Kindergarten and we were told that he needed to be in a self contained classroom with 70% and 30% in general ed. But as the year progressed we could scale up this time. He also qualified for speech and OT services. We were apprehensive but optimistic that this would be for his benefit and help him grow and transition into more gen ed time. We were assured that the school and teachers would be communicating with us regarding progress and that this was the best place for him to help him catch up.

The last year showed us that was incredibly deceiving. He received no instruction time in gen ed only recess, lunch and specials. My son was placed in a classroom with children with violent behavior and was hurt several times. The teacher and aids were trying their best but could only do so much. The administrators were not very helpful at all. The teacher that we were promised was experienced was a brand new teacher who was not fully credentialed. The classroom lacked control and quite frankly was too chaotic to foster any real learning. His teacher was let go towards the end of the year. A sub was put in place who was amazing and communicated to me she felt my son did not belong in a self contained classroom and would do well to transition into gen ed. When I brought this up during his IEP I was met with resistance regarding gen ed. As a result I feel that my son was robbed of a kindergarten year, is now severely behind academics I even asked if he should repeat the year. The IEP team was unconcerned with as he met all his IEP goals.

Now going into first grade we again will have an inexperienced teacher who has only taught sped preschool, coming in to teach the tk/k/1st grade class. My question is how do I best advocate for my son and not become an adversary? And to be clear I have no problem with my son needing to be in a sped classroom my issue is the lack of academic growth and injuries my son endured.

Hello, I am a first time parent of twins with Autism. I will be enrolling them into school for the first time for Kindergarten and I have recently been introduced to an IEP. My only problem is, the school is on Summer Break and school starts in Aug. I hear obtaining a IEP can take up to 2-3 months total

--will they keep them from enrolling due to their special needs until a plan is made? Has anyone gone through this and what would be your advice. Also, do they diagnose them during the assessment or do I need to go their PCP for that? I am in CA. Thx.

Edit:

To clarify--my children have not been in early intervention. I have moved around a lot that has prevented this. Secondly, they were in ABA therapy for a few months--again due to moving and lack of program availability- it was not for a significant amount of time (less than 6 months).

When I say I have been "introduced" to IEP, I meant that upon the process of getting them enrolled into school, I learned about some kids having IEP's and I figured my children would benefit from that, however I did not really understand the process of obtaining one--especially when school starts next month.

My children are non-verbal with the exception of words/phrases (they cannot communicate directly with sentences) and one has some emotional regulation issues I am concerned would interfere with class.

(California) Are there any online credential only (I already have a masters) programs you would suggest for sped extensive support needs (mod/severe)? Looking for online because I need to keep my full time job while I take classes. Programs that offer internship option would be great.

So I have a 16 year old student I am working with to help her get to grade level after years of abuse and neglect. She is currently in foster care and has a diagnosis of anxiety, depression and C-PTSD. When she is anxious she will yell out a single word, this word is the name of her former cat. Let’s say “Sammy”. After talking to anyone she gets anxious and will just say “Sammy, Sammy, Sammy, repeatedly. While she is working she whispers his name. She will say this word at odd times seemingly randomly. I’m trying to redirect this behavior by having her use a fidget, rub her leg, etc as she is going into general education next year and this will single her out for bullying. I have worked with her therapist as well but we haven’t had any success in stemming this “tic”. Any suggestions on why she does this and how can I help her redirect her anxiety? (She has been in therapy for 6 years and does not have Tourette’s).

My family is in the process of relocating to Tucson and we're looking for the best preschool special ed program for our 4yo. I realize this may not be the best subreddit to post on, but I haven't been getting answers elsewhere. I've read conflicting comments on the different districts/schools so I would value any opinion from this community.

For teachers in 12 month special ed programs, do you assign homework during the summer session? I teach first grade and am debating whether to assign homework for the summer or not (it takes a while to make their homework too since I have to modify it dramatically). Feedback and suggestions are welcome!