Careers in the Field of Special Education

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1 Careers in the Field of Special Education Denise McKenzie Grand Canyon University Graduate Studies in Special Education Professor Kimber Underdown February 22, 2023.

2 Careers in the Field of Special Education To meet the learning, behavioral, social, and emotional needs of students with disabilities, special education teachers have a lot of different responsibilities. However, special education teachers' most important job is to advocate for each student by being the students' voice and ensuring that their rights and needs are met. Teachers in special education have a lot on their plates and are well-trained to meet the needs of students with disabilities. The special education teacher's job is more than just helping students with their academics. They know everything there is to know about the services and rights that special education students must meet for their emotional, social, and academic needs. Students are given the skills necessary to live independently thanks to the special education teacher's knowledge and dedication to the field, as well as their ability to collaborate with other professionals (Fikes, 2022). You will learn about a few careers in the field of special education in this essay. A group of paraprofessionals, teaching assistants, teachers with varying levels of specific training, and special education leaders must work together to figure out how teachers meet the learning needs of students with disabilities. Roles of Special Education Teachers Special education teachers help students with learning, physical, mental, and emotional disabilities. According to Webb & Metha (2017), these teachers oversee creating the atmosphere in the classroom where students learn. This is accomplished by ensuring that students with disabilities learning, behavioral, social, and emotional needs are met. Teachers in special education help students meet these needs by helping them develop their skills and knowledge so that they can participate fully and independently.

3 According to the U.S. Bureau of Labor Statistics (2022), this is accomplished by adapting general lessons to the needs of students and developing Individualized Education Programs (IEPs) for those students. In addition, it is the responsibility of a special education teacher to provide consultation and support services, such as instructing general education teachers and paraeducators on the appropriate modifications that can be made for their students to foster maximum independence. Collaboration When it comes to collaboration, it is the responsibility of special education teachers to work with other teachers, such as general and special education teachers, paraeducators, administrators, service providers, program specialists, and the students and families of those teachers. The purpose of these collaborations with members of the IEP team is to assist in the development of the student's IEP, which specifies the student's objectives, including the academic or behavioral milestones they will reach and the services they will receive (Bureau of Labor Statistics, 2022). It is the responsibility of the teacher to ensure that the needs of the students are being met in accordance with their IEP when working with service providers. It is the responsibility of the special education teacher to ensure that paraeducators comprehend their role in supporting students when working together. This includes the objectives of the students and the components of the lessons that the paraeducator will teach them. It is the responsibility of the special education teacher to provide the paraeducator with any necessary support and training to enable them to carry out their duties. Additionally, it is their responsibility to ensure that the paraeducator's requirements are met. The teacher creates a professional and respectful relationship with the students and setting.

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4 Advocacy A special education teacher's primary responsibility is to advocate for students with special needs in the classroom and beyond (Whitby et al., 2013). The specific needs and objectives of students with special needs will be precisely met with the assistance of the community of teachers and other specialists in special education. In this role, the special education teacher learns about special education law, new technologies that can help students learn, and how important it is for staff and classroom teachers to participate. Advocates for special education assist parents in meeting the specific needs of their children. Advocates can also help you request and set up 504 accommodations, like changing how the material is taught, supported, or tested. With the assistance of an advocate, parents can apply for a 504 evaluation, comprehend the school's decision, and follow any subsequent steps in developing a 504 plan. You are the most steadfast advocate for the student because you teach special education. However, there are times when parents require assistance in providing their children with the necessary school resources and support. Conclusion The special education teacher's significance in the classroom cannot be overstated. In order to meet the special needs of the students, each role has its own set of duties and responsibilities. It is essential to academic success to comprehend how these roles operate and contribute to the student's success. Advocacy and collaboration are skills necessary to effectively integrate student achievement and support, as previously mentioned.

5 Reference Bureau of Labor Statistics. (2022, October 4). Special education teachers : Occupational outlook handbook: : U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics. https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm Fikes, M. (2022, April 19). What is the role of a special education teacher? https://blog.ecapteach.com/what-is-the-role-of-a-special-education-teacher Webb, L.D., & Metha, A. (2017). Foundations of American education (8th ed.). Pearson. ISBN- 13: 9780134026411 Whitby, P. J., Marx, T., McIntire, J., & Wienke, W. (2013). Advocating for students with disabilities at the school level. TEACHING Exceptional Children, 45(5), 32-39. https://doi.org/10.1177/004005991304500504

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