You've definitely got a handful at work - kids who are not only dealing with learning challenges and adolescence, but doing so in a language other than that spoken at home. It must be so rewarding when things "click" and they finally get it.
I'm not a teacher, just the mom of a 2nd grader and a 4th grader with mild HFA/Aspergers, ADHD, and in the case of the older one moderate writing difficulties. We are lucky that our home school has one of the district's "co-teaching" classrooms where a Special Ed and a General Ed teacher guide an inclusion class of approximately 1/3 - 1/2 SPED students through the standard curriculum. My two have blossomed with the increased small group and 1:1 time allowed by the co-teaching model, though I suspect that my younger one is going to be bumped out of the co-teaching room next year. We just got his diagnoses, and now that he has a 504 he no longer qualifies to be one of the non-SPED kids in the class for his grade (and they already have a full SPED cohort). I worry what will happen once he goes back to a single-teacher classroom as he can definitely suck up a lot of a teacher's time, but that's a concern for next year.
I look forward to seeing you around the Martial Arts for Women's group.
Arianera, I teach mild/moderate special ed at a middle school. The population of the school is 90% free/reduced lunch (90% of them get free lunch), 75% Hispanic, 50% don't speak English at home. 1909 days ago