As evidenced by the information in this chapter on exceptionality, special educators need to be knowledgeable of not only multicultural trends, but a wide array of legal, social, emotional, and physical issues that relate to their students. From the goals and objectives on Individualized Education Plans to the three-tiered approach of Response to Intervention, the legal implications of IDEA to the eligibility process and continuum of placement, special education teachers are expected to be up-to-date on the latest issues and trends that affect their classrooms.
These added expectations, coupled with the increased numbers of practicing special education teachers who are not fully licensed, frame the thesis about burnout in special educators: the less preservice experience, the more likely it is a teacher will leave the profession within five years.
Why are special educators so prone to burnout? Let me list just five reasons:
1. Certification requirements
2. Expectation of legal knowledge
3. Implementation and documentation of RTI interventions
4. Creation and upkeep of IEPs
5. Maintenance of educational standards for varying levels of achievement
My question for the class is: what can we, as experienced teachers, do to help new special educators understand the expectations, requirements, and demands of the special education classroom that aren’t necessarily taught during preservice teaching?
I'll respond to my earlier post by suggesting that some in-service time should be used to bring special educators and regular education teachers together for collaboration and training. When I was teaching, part of our in-service days were spend meeting as special education teams -- but not with the regular education faculty. Utilizing this pre-planned time would provide excellent opportunities for casework, brainstorming, and problem solving for individual students and overall classes.
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