Interview with Special Education Teacher

     Tell me about Ben as a student.

Ben is identified with Autism Spectrum Disorder. He is twice exceptional, meaning he has an identified disability and is also identified as being Gifted and Talented in the area of math. Ben demonstrates many of the typical characteristics of a child with Autism: difficulties with transitioning and changes in schedule, triggers (hearing food names, “bad words”, and being told “no” are some of Ben’s), obsessiveness, and an exceptional (possibly photographic) memory.

What are some of his strengths as a learner?

Ben is GT (Gifted and Talented) in math. He performs one grade level above, and has received instruction at one grade level above during his entire time in elementary school. Ben has a vast knowledge of vocabulary and can decode words up to the high school level.

Are there any difficulties he has is the classroom setting?

Ben has had a number of behavioral issues since kindergarten. Some issues are related to his Autism, while others are not. Ben has frequent meltdowns during classroom instruction, which from grades 3-5 have been triggered by a variety of different antecedents. Ben’s meltdowns vary in intensity, but he often needs to be removed from the classroom due do his disruptions. Ben has a difficult time coping when he is given an assignment he does not want to do. Ben has trouble with writing and reading comprehension. He also tries to avoid doing mathematical word problems. Ben has extremely limited social and emotional skills. He has very little interest in his peers or in making friends. Ben gets stuck on his obsessions (at one time, the number 7, currently, gemstones) to the point of becoming a problem in school.

What is the procedure when he has disruptive behaviors in class?

Prior to this school year, the special education teacher was called to remove Ben from the classroom and give him a quiet place to calm down. This year with the new behavior room, behavior intervention staff are called to remove Ben from the classroom. Generally, when Ben begins to have a meltdown, he is reminded to use his calming strategies. If this doesn’t work, the behavior team is called to remove Ben and bring him for a cool down period to the behavior room.

How would you say Ben relates to his peers? Does he have any strong friendships in school?

No. Ben has little to no interest in making friends or interacting with his peers.

What is his parents’ involvement level in his education?

Ben’s parents spend more time at the school than any other parents at Laredo. His mother checks in with Ben throughout the day, because she is a para at Laredo. Overall, Ben’s parents are extremely involved.

Are there any particular accommodations you provide regularly for him?

Ben’s accommodations include district and state assessments (tested separately and with extended time), special options for certain assignments, a ball chair for sensory, a weighted pencil, and breaks outside of the classroom as needed.

What are your hopes for Ben as a student this year, and in the future?

I hope that Ben is able to make far more progress in developing his social skills and emotional level. Ben currently has little to no interest in making friends or interacting with any of his peers. As such, Ben often taunts his peers and can be a major distraction in the classroom. Ben is prone to having frequent temper tantrums and meltdowns, which many of his teachers believe could be preventable/ avoidable with proper treatment and interventions. It is my sincere hope that Ben’s parents will someday realize the importance of getting Ben appropriate treatment and therapy, as well as allowing him to participate in social groups with other children who have Autism.

Is there anything else you would like to add about Ben?
I believe Ben has the potential to improve his social skills and behavior, but that potential is being impacted by his parents’ resistance to proper interventions and treatment.