Leaders In Special Education May Be Directors Of Instruction ✓ Solved

Leaders In Special Education May Be Directors Instructional Support

Leaders in special education may be directors, instructional support teachers, supervisors, or classroom teachers. Despite the title, leaders in the field of education must be equipped with the consistent evolution of educational context and reforms. Special educators must possess the ability to engage in collaborative and meaningful discussions as they relate to curriculum planning, assessment, integration of technology, and progress monitoring. This requires extensive knowledge in pedagogy, educational discourse, philosophy, and policy. Special educators have provided their experience and expertise to the general education setting for decades.

Sharing effective strategies and instructional practices that have benefitted students with exceptionalities has, in turn, proven to be as successful when working with students without exceptionalities. For instance, practices such as differentiation, catering to students’ individual needs, diagnostic assessments, and parental involvement are just a few of the procedures adapted to benefit general education students (Florian, 2014). For this Discussion, you will create a video sharing what you believe are the 10 most important aspects of being a leader in the field of special education that you identified in Module 6. Support your choices with evidence from the research, aligned with the Coherence Framework, and any past field experiences. To Prepare: Review Chapters 49 and 50 in the Florian text, reflecting on the specific skills, knowledge, and practices critical to the understanding and advancement in the field of special education. Review the feedback given by your Instructor and peers on your 10 important aspects of being a leader in special education from Module 6. Summarizing and defending your top 10 choices. Provide a summary on PowerPoint slides explaining why you chose the 10 topics aspects of being a leader in special education and what resources helped to support that decision.

Learning Resources Required Readings Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd. Chapter 49, “What Do Classroom Teachers Need to Know About Meeting Special Education Needs?” (pp. 841–858) Chapter 50, “The Professional Knowledge of Inclusive Special Educators” (pp. 859–872) Chapter 52, “Changing Perspectives of Special Education in the Evolving Context of Standards-Based Reforms in the US and England” (pp. 889–914) Cavendish, W., Connor, D. J., & Rediker, E. (2016). Engaging students and parents in transition-focused individualized education programs. Intervention in School and Clinic. Leko, M.M., Brownell, M.T., Sindelar, P.T., & Kiely, M.T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. Hirano, K. A., & Rowe, D. A. (2016). A conceptual model for parent involvement in secondary special education. Journal of Disability Policy Studies, 27(1), 43-53.

Paper For Above Instructions

Leadership in special education is vital for fostering inclusive environments that enable all students, particularly those with exceptionalities, to thrive. This paper discusses ten critical aspects of being a leader in the field of special education, supported by research and practical experiences aligned with the Coherence Framework.

1. Advocacy for Inclusive Practices

A special education leader must be a strong advocate for inclusive practices. Inclusion supports not only the rights of students with disabilities but also contributes positively to the social and educational experiences of all students (Florian, 2014). Leaders must engage stakeholders, including parents and policymakers, to promote an inclusive educational framework.

2. Collaboration with Educators

Effective collaboration among educators is essential for ensuring that instructional strategies meet the diverse needs of learners. Leaders should foster a culture of collaboration, where general and special education teachers work together to plan and implement individualized instruction (Cavendish et al., 2016). This promotes shared responsibility for all students' successes.

3. Data-Driven Decision Making

Leaders must embrace a data-driven approach to monitor student progress and instructional effectiveness. By analyzing assessment data, they can identify areas of need and adapt teaching practices accordingly, ensuring that students with exceptionalities receive the support necessary to succeed (Leko et al., 2015).

4. Family Engagement

Building partnerships with families is crucial in special education leadership. Leaders must implement strategies to engage parents and guardians actively, providing them with tools and resources to support their children’s learning (Hirano & Rowe, 2016). Family involvement creates a support system that can significantly improve student outcomes.

5. Professional Development

Ongoing professional development is fundamental for special educators to remain effective and informed about best practices. Leaders should provide access to continuous learning opportunities, fostering an environment where educators can grow and adapt their skills to meet the needs of all students (Florian, 2014).

6. Embracing Technology

The integration of technology in special education enhances learning opportunities and fosters engagement. Leaders must advocate for and facilitate the use of assistive technology and adaptive tools that support students' learning objectives, thus bridging gaps for students with disabilities (Hirano & Rowe, 2016).

7. Cultural Competence

Leaders in special education must exhibit cultural competence by understanding and respecting the diverse backgrounds of their students and families. This understanding aids in developing culturally responsive teaching strategies that validate and incorporate students’ cultural contexts into the learning process (Leko et al., 2015).

8. Commitment to Ethical Standards

Adhering to ethical standards is fundamental in special education leadership. Leaders must promote and model ethical decision-making practices, ensuring that the rights and dignity of all students are respected and upheld (Florian, 2014).

9. Building Community Partnerships

Creating partnerships with community organizations can enhance resources available for students and families. Leaders should explore ways to collaborate with local agencies, businesses, and organizations to provide additional support and opportunities for students (Cavendish et al., 2016).

10. Reflective Practice

Finally, reflective practice is a cornerstone of effective leadership in special education. Leaders should routinely reflect on their practices, seeking feedback from peers and stakeholders to improve and adapt their leadership strategies (Leko et al., 2015). This commitment to improvement fosters a culture of growth and responsiveness in educational settings.

Conclusion

Being a leader in special education encompasses various roles, responsibilities, and skills. By advocating for inclusive practices, fostering collaboration, promoting data-driven decisions, engaging families, providing professional development, embracing technology, demonstrating cultural competence, upholding ethical standards, building community partnerships, and committing to reflective practice, leaders can significantly impact the educational landscape for students with exceptionalities. This multi-faceted approach not only elevates the role of special education leaders but also enhances the learning experiences and outcomes for all students.

References

• Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.
• Cavendish, W., Connor, D. J., & Rediker, E. (2016). Engaging students and parents in transition-focused individualized education programs. Intervention in School and Clinic.
• Leko, M.M., Brownell, M.T., Sindelar, P.T., & Kiely, M.T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. doi:10.1177/0014402914561147.
• Hirano, K. A., & Rowe, D. A. (2016). A conceptual model for parent involvement in secondary special education. Journal of Disability Policy Studies, 27(1), 43-53. doi:10.1177/1044207315587330.