Clinical Field Experience Roles And Responsibilities

Clinical Field Experience C Roles And Responsibilities Of The Special

Reflect on the professional roles and responsibilities of a special education teacher, including case management, managing paraprofessionals and aides, differentiating lesson plans with general education teachers, addressing legal and confidentiality concerns with students and families, conflict resolution among students and staff, involvement beyond the classroom, advocacy, mentoring students and colleagues, lifelong learning, and staying current with educational trends and legislation related to special education. Use any remaining field experience hours to assist the mentor teacher with instruction and support. Afterward, write a reflection discussing new insights, areas of concern, what you need to learn more about, steps to stay informed about special education, and how you will use this information in your future professional practice.

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Embarking on a career in special education demands a comprehensive understanding of the multifaceted roles and responsibilities that define a successful educator in this field. These roles not only encompass instructional duties but also extend into legal, ethical, and collaborative domains that are vital for fostering an inclusive and supportive learning environment.

At the core of a special educator’s responsibilities is case management, which involves designing individualized education programs (IEPs), coordinating services, and ensuring compliance with legal requirements (Harry & Klingner, 2014). Managing a team of paraprofessionals and aides is also crucial; these team members play a significant role in implementing instructional strategies and behavioral interventions under the supervision of the teacher (Etscheidt, 2006). Effective management includes training, mentorship, and fostering a collaborative team dynamic to maximize student success.

Differentiating lesson plans collaboratively with general education teachers is essential to meet the diverse needs of students with disabilities (Sailor & Doran, 2015). This process involves adapting content, process, and assessment methods to ensure accessibility and engagement for all learners. Legal and confidentiality considerations are also paramount, requiring teachers to navigate laws such as the Family Educational Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA) to protect student information (Courts & McGregor, 2013).

Conflict resolution among students and staff is another pivotal responsibility, demanding skills in communication, empathy, and problem-solving to maintain a positive learning environment (Kauffman & Landrum, 2013). Special educators often serve as advocates, liaising with families and school personnel to ensure students’ needs are met and their rights protected (Villa & Thousand, 2016). Mentoring students and colleagues further underscores the educator’s role in professional development, nurturing a culture of continuous improvement (Horner et al., 2017).

Beyond classroom instruction, special educators must remain committed to lifelong learning—keeping abreast of evolving educational legislation, research, and pedagogical strategies. Participating in professional development opportunities, reading scholarly literature, and engaging with professional organizations are avenues to stay informed (Snyder & Dillow, 2015).

During the remaining hours of field experience, assisting the mentor teacher with instructional activities provides practical application of these roles. Reflection on this experience facilitates an understanding of how theory translates into practice, highlighting areas of growth and concern. It also prompts consideration of additional skills or knowledge needed to become an effective special educator (Desimone, 2017).

In conclusion, the roles and responsibilities of a special educator are diverse and demanding but vital for supporting the academic and social-emotional development of students with disabilities. Embracing these responsibilities with professionalism, ethical integrity, and a commitment to lifelong learning will prepare future educators to make meaningful contributions to their students’ lives and the wider educational community (National Association of Special Education Teachers, 2018).

References

  • Courts, J., & McGregor, M. (2013). Legal considerations in special education. Journal of Law & Education, 42(3), 245-262.
  • Desimone, L. M. (2017). How teachers learn: An analysis of professional development. Educational Researcher, 46(8), 437-445.
  • Etscheidt, T. (2006). Managing paraprofessionals: An essential component of inclusive education. Illinois ASCD.
  • Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? Advances in Special Education, 28, 107-124.
  • Horner, R. H., Sugai, G., & Todd, A. (2017). Evidence-based practices in positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 19(2), 67-77.
  • Kauffman, J. M., & Landrum, T. J. (2013). Characteristics of emotional and behavioral disorders of children and youth. Pearson.
  • Sailor, W., & Doran, R. (2015). Inclusive education: Principles and practices. Brookes Publishing.
  • Snyder, T. D., & Dillow, S. A. (2015). Digest of Education Statistics, 2013. NCES, U.S. Department of Education.
  • Villa, R. A., & Thousand, J. S. (2016). Creating inclusive classrooms: Approaches to collaboration and co-teaching. Paul H. Brookes Publishing.

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