Beginning special education teachers can face a number of challenges. Specifically, beginning special educators (a) have insufficient preparation in certain areas, (b) encounter school-prescribed practices or professional cultures that differ from their preparation and best practice, (c) manage diverse caseloads with a range of academic and behavioral goals and needs, (d) interpret assessments, (e) supervise paraprofessionals, and (f) collaborate with a wide variety of others (e.g., administrators, co-teachers, parents, outside agencies). Yet, each of these challenges must be navigated in order to teach students with disabilities successfully and to establish long-lasting, fulfilling careers in special education. This article provides practical strategies and resources for successfully navigating these issues. In this article, we describe how self-assessment can be used to develop, execute, and evaluate a professional growth plan and how performance feedback can be used to build fluency in using effective practices for teaching students with disabilities. We provide recommendations for high-quality practitioner-focused journals, web-based resources for identifying and implementing evidence-based practices, and professional development resources to assist special education teachers in navigating the beginning years of their careers.
Navigating Common Challenges and Pitfalls in the First Years of Special Education
Publish date:
04/16/2017
Publication Volume:
49
Publication Issue:
4
Journal Name:
TEACHING Exceptional Children