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Careers in the Field of Special Education

Student’s Name

Institution Affiliation

Course Number and Name

Instructor Name

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A special education teacher is expedient in a wide variety of duties and responsibilities.

Their primary responsibility is to educate and support pupils with various learning, intellectual,

psychological, and physical challenges. They work with various specialists to construct a unified

strategy for their kids' capacity development. Students rely on special education teachers to be

effective advocates for them to satisfy their needs. This paper covers some of the many duties of

special education instructors, such as their role as advocates for children with disabilities, and

includes examples of other professionals they could cooperate with.

Students with disabilities may have impairments that are visible or not. For example, one

may not know that a student suffers from epilepsy or a chronic pain illness unless they decide to

reveal it or an event occurs. These "hidden" diseases might be difficult for students to reveal

because many individuals mistakenly believe they are well because "they appear fine (Hagaman

and Casey, 2018)." In some contexts, the pupils may make odd requests or act in ways that

appear to be disability-related. For example, a student may request that courses be recorded

because she has dyslexia, and it takes a bit longer to transpose the discussions. Therefore, special

education instructors develop learning goals for each student, evaluate their performance, and

record their findings. They create lesson plans and personalize their students' academic

requirements and skills. When necessary, special education teachers give one-on-one assistance

to pupils with exceptional needs. They keep their pupils' parents informed of their children's

development and promote their support for their children's academics.

Special education instructors work with various experts to improve their students'

educational experiences. They work with other professionals in the classroom, such as learning

disability experts, teaching assistants, monologue pathologists, educational psychologists, and

educational, social workers (Boscardin and Lashley, 2018). Besides, many special education
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instructors collaborate with general education teachers to evaluate specialized education

programs. They collaborate to create lesson plans, and the special education teacher changes the

knowledge acquired to match the academic requirements of the pupils. They also collaborate

with teaching assistants. Teaching assistants interact with special education teachers regularly to

identify difficulties, develop lesson plans, and establish classroom goals. Teachers delegate

duties and set expectations for the work that must be done. When necessary, they also monitor

and train them.

Moreover, special education instructors assist in educating others and support children

with special needs within the school community. For example, when they have a concern, they

voice it by making requests to the school officials. Sped teachers must attend professional

development with the rest of the faculty to share what is going on in their classrooms and voice

any issues or needs they may have (Hagaman and Casey, 2018). This will enable general

education instructors to become more knowledgeable about pupils with special needs. This will

inspire everyone in the school to become activists as well. Teachers should pay visits to their

students' homes to get to know their families. Speaking with them one-on-one will allow them to

keep up to speed on their children's growth and provide recommendations for how they can

assist.

In conclusion, the primary responsibility of a special education teacher is to deliver

teachings and assistance to children with disabilities, which intern increases their class

participation. Throughout their careers, they work with a variety of specialists such as learning

disability experts, teaching assistants, monologue pathologists, educational psychologists, and

educational social workers to best fulfill the requirements of their pupils. Teachers must be

effective advocates for students with disabilities to reduce their possibility of failing.
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References

Boscardin, M. L., & Lashley, C. (2018). Expanding the leadership framework to support socially

just special education policy, preparation, and standards. In Handbook of leadership and

administration for special education (pp. 39-59).

Hagaman, J. L., & Casey, K. J. (2018). Teacher attrition in special education: Perspectives from

the field. Teacher Education and Special Education, 41(4), 277-291.

https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm