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TEIt’s okay to speak your mind as a teacher.
You do know your students better than most people in the room—especially when you’ve been the one collecting data, troubleshooting behaviors, adapting instruction, and celebrating every tiny win. 💛
But something has been weighing on my heart lately…
I’ve been seeing content that turns into this black-and-white take:
“Special education students belong in special education classrooms.”
And I just… can’t sit with that.
Because special education is a service, not a place.
And every student deserves the least restrictive environment that still allows them to be safe, supported, and successful—academically, socially, emotionally, and behaviorally.
Some students do thrive in self-contained settings.
They need the structure, the specialized instruction, the staffing, the sensory supports, the pacing—and that’s not a failure. That’s meeting a need.
But some students thrive with access to general education—whether that’s inclusion for portions of the day, co-taught supports, peer models, or targeted accommodations—and that’s not “dumping” them. That’s access.
The goal isn’t to “place” kids where adults feel most comfortable.
The goal is to make decisions based on:
✅ data
✅ the student’s current skills + needs
✅ meaningful progress
✅ dignity + belonging
✅ what actually supports communication, learning, and growth
And I’m saying this with love for every setting—because I’ve seen powerful, life-changing work happen in both.
So here’s my heart in one sentence:
I will always advocate for the right support in the right setting for the right student—right now.
Not a label. Not a trend. Not an opinion. A plan.
If you’re navigating these conversations too, you’re not alone. There are educators out there just like me, that are available to listen and hear your story. They are tagged in this post. 🤍♾️
@teachloveautism
