Put Some Respect On My Expertise; My Learners’ Brilliance Drip

So you want to be Anti-Bias? I heard you talking about Anti-Racism? You truly want an equitable and inclusive environment on campus you say? Well I think it’s time to evaluate and/or re-evaluate your relationship with special education.

I’ve been interviewing special educators across the country and as a former self-contained teacher of the deaf there are many things that educators would like for you to know as an administrator. Whether you are an instructional coach, a school leader, or a district leader there are so many imperative things you should know when it comes to special education if you want to continue to recruit and retain teachers in the area of special education. I know you’re probably thinking who is going to inform me and where can I find the information, right? Well, look no further I will be unpacking some of the themes on this blog and providing the why. So let’s get into it!

Truth is as a self-contained teacher it was isolating at times. Some may call it “Special Ed Island!” I felt like I nor my learners, were deserving of being acknowledged by teachers and administrators on campus. It took for me to step away from the classroom and begin talking with other special educators to understand that I was not alone. In a few schools with the special education department or within my close sped confidants we discussed, during our closed door meetings or when we were struggling with something, how it would be great if for once we had teachers and administrators that were knowledgeable and understanding of special education. We and the learners we serve deserve to be acknowledged!

Yes I said it!

Why is acknowledging a special education teacher and learners important?

Here are three reasons why you should be acknowledging every special education teacher and learner who receives special education services.

It’s a Powerful Way to Say I See You

Checking in with your special education teachers is a great way to support their mental health and wellbeing. With the compliance components of special educations such as: Individualized Education Plans/Programs (IEPs) writing and meetings, Multidisciplinary Team Meets and Reports, Evaluations/ Assessments to be completed for the youth, lesson planning, and actual teaching are just a few things educators are juggling along with their own mental and emotional safety and wellness. As an administrator the least you could do is to check in on them and ask are you ok or even take something off their long evolving list of rotating and revolving tasks that are required to be completed. You know what would be even better? Opted to cover their class too. It could be for 30 minutes, an hour, or more. Walk in and take over their classroom! Tell them they can use that time however they wish: mental break, writing a lesson, planning IEP meetings, writing an IEP, reading a book, etc. Honestly, when we aren’t seen we aren’t included and that leads me to my next reason for acknowledging every special education teacher and learner who receives special education services.

Provides A Sense of Belonging

If we look at what it means to be equitable and inclusive the top attribute is a sense of belonging. We, adults and youth, want to belong and need to feel like we belong to something much bigger than us. It’s in our DNA to want and need to belong. We are a communal species and isolation is only tolerable for so long. Administrators can do a huge disservice to the school culture and environment when they do not include special education teachers and learners into the school culture. We can feel the hesitancy and so can the learners we serve to include us in ongoing things on campus such as assemblies, events, or even in greetings. I once was in the hallway and noticed the administrator greeted every learner except for the learners in my classroom or myself. It’s rude. The least you could do is get to know the learners and myself. I know that specifically with the Deaf/Hard of Hearing population that uses American Sign Language you may feel hesitancy due to the language differences. But can I tell you a secret? We are more than willing to show you the signs you need to communicate. I can guarantee if there is a language barrier the teacher is more than willing to show you how you can communicate with the learners. Try it. Observe and get to know every special education teacher and learner who receives special education services on your campus. Include them in the school culture and climate as a school leader and can assure you that the rest of your staff will too. Once you build that relationship it is bound to be fruitful for your school culture and climate and that leads me to reason number 3.

Retention and Recruitment

Educators are likely to stay in an environment in which they are seen, feel that they belong, and know that they are cared for by their administration. Special education teachers have gone through years of schooling for their expertise. They have learned both the general education pedagogy and the pedagogy related to their specific special education focal area. The expertise that they possess is astounding. However, you are less likely to retain them or recruit them if you fail to acknowledge those who are currently on your campus or if it is known that you lack an understanding of the populations served on your campus. As a special education teacher, I have left schools that failed to acknowledge me or my learners and truth is the department of deaf/hard of hearing was small across the district in which I worked so we all talked or talked to someone who knew someone and we absolutely discussed the schools that were harmful and those that were beneficial to the needs of the learners we serviced as well as the teachers. In all honestly, I was placed at a school went and interacted for a day with administration and teachers I made an exit plan that same day and did not remain a teacher at that school. I found a new position before the school year started. Why? Word of mouth travels fast between teachers. There was another school that was inclusive and the administrator had an understanding and connection to special education that the other school did not. What I was able to experience in one school day at the school along with conversations with previous educators who worked their provided the red flag to find a different school.

So if your goal is to provide an anti-bias, inclusive and equitable school culture, put some respect on the needs of special educators and learners who require those services. Stop Ignoring Special Education and start Acknowledging the Brilliance that it brings to your school climate and culture. Want more; Do not forget to subscribe to the blog as I will be unpacking more themes from the interviews. Until next time; keep liberating your learning!