April 26, 2025
Navigating the First Year: A Special Educator’s Reality in NYC
As a first-year special education teacher in a New York City middle school, I walked into the classroom with a heart full of purpose and a mind ready to learn. What I didn’t anticipate was how quickly I’d be called to respond to extreme challenges—often without a roadmap.
One of my students has a unique and complex profile. She is bilingual, diagnosed with autism spectrum disorder, emotional disturbance, and multiple disabilities. She’s also a survivor of intense emotional pain and trauma, and it shows up in the classroom every day. This student has already been hospitalized multiple times from school due to self-injury. The situation is as real and urgent as it gets.
Our collective goal as a team is simple on paper: keep her safe and included in the classroom environment. But achieving that goal requires more than good intentions. It demands expertise, support, and understanding—especially for someone just starting out.
This student exhibits several challenging behaviors:
Persistent disrespect toward staff, classmates, and school safety officers Frequent attempts to manipulate situations to gain access to preferred items or adult attention A high need for attention that disrupts instructional time Minimal awareness of how her behaviors could impact her future as an independent, responsible individual
Despite being equipped with tools like a reinforcement system involving preferred toys and an iPad, it’s clear that this isn’t just a behavior management issue—it’s a deeply emotional one. Her behavior isn’t rooted in rebellion; it’s rooted in survival, shaped by trauma and neurological differences.
What makes this harder is that the system often expects new teachers to perform like seasoned professionals, with little time allocated for observation, training, or meaningful support. But experience doesn’t come overnight—it’s built with time, mentorship, and reflection.
So here’s what I want decision-makers, fellow educators, and families to know:
I’m here☔️. But I can’t do this alone—and honestly, I shouldn’t have to.
For this student, being in a classroom full-time might be a first. This is uncharted territory for both of us. Recognize the emotional labor involved in special education. It’s not just about instruction; it’s about connection, trust, and regulation—sometimes before academics can even begin. Include classroom voices in IEP planning and behavior intervention support. What happens day-to-day in our schools must inform the strategies we build for student success.
In NYC, we teach in a system that prides itself on diversity and resilience. That’s exactly what we need to cultivate—not only in our students but also in our educators. Especially the new ones.
April 25, 2025
Note: Resources for Educators & Families:
• NYC DOE Special Education Support
• INCLUDEnyc Family Resources
• UFT Teacher Center Mentorship
April 24, 2025
Time: Morning, approximately 8:00 AM
Location: Hallway/Sensory Room
Student: [Undisclosed]
Incident:
This morning, as per the updated plan, the student was escorted directly to the sensory room instead of the cafeteria. The paraprofessional retrieved the student’s breakfast and brought it to the sensory room.
Upon arrival, the student began exhibiting escalating behaviors, including verbal disrespect, manipulation, and a series of attention-seeking actions. These behaviors appeared to be a response to the change in routine and the peer interaction typically encountered in the cafeteria.
Despite being offered her preferred reinforcers and a calm environment, the student continued to challenge staff directives and attempted to control the situation by creating distractions and emotional outbursts. Staff followed de-escalation protocols and maintained a supportive tone throughout.
Observations/Concerns:
The student’s behavior may be linked to resistance to routine changes or seeking peer attention.
Next Steps:
Review of current IEP accommodations and behavior goals.
Possible team meeting to reassess the sensory room transition plan. Monitor for patterns in similar transitions (sensory room vs. cafeteria) to guide future decisions.
Or it will be sad to see that we don’t have capacity to keep this baby in this setting.
Note: Continued manipulation and attention-seeking behavior suggest the need for a reassessment of her Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP).