2005
DOI: 10.1177/07419325050260030301
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Roles and Responsibilities of Secondary Special Education Teachers in an Age of Reform

Abstract: Special education teachers in today's workplace must show “competence at teaching everything” (Mastropieri, 2001). They work in different settings, teaching and adapting content across all levels. Added to this complexity are reform efforts that are driving major changes in the entire special education system, including service delivery models and teacher roles. However, without an understanding of teachers' current roles and responsibilities, we cannot know if such recommendations are feasible or how they wou… Show more

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Cited by 28 publications
(26 citation statements)
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“…Finally, the provision of instructional support, either individually or in small groups, and the constant monitoring of the progress of students with SEND were singled out as key work obligations that teachers are directly or indirectly accountable for across different national contexts (Forlin 2001;Wasburn-Moses 2005;Scanlon and Baker 2012;Ramberg 2013). The content of additional support places emphasis on core subject areas such as mathematics and language, at the expense of social, study or vocational skills, and predominantly involves either re-teaching the curriculum in an adapted or simplified way or diversifying and adjusting scholarly assignments to learners' needs (Forlin 2001;Wasburn-Moses 2005;Boutskou 2007).…”
Section: Role Ambiguitymentioning
confidence: 99%
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“…Finally, the provision of instructional support, either individually or in small groups, and the constant monitoring of the progress of students with SEND were singled out as key work obligations that teachers are directly or indirectly accountable for across different national contexts (Forlin 2001;Wasburn-Moses 2005;Scanlon and Baker 2012;Ramberg 2013). The content of additional support places emphasis on core subject areas such as mathematics and language, at the expense of social, study or vocational skills, and predominantly involves either re-teaching the curriculum in an adapted or simplified way or diversifying and adjusting scholarly assignments to learners' needs (Forlin 2001;Wasburn-Moses 2005;Boutskou 2007).…”
Section: Role Ambiguitymentioning
confidence: 99%
“…The content of additional support places emphasis on core subject areas such as mathematics and language, at the expense of social, study or vocational skills, and predominantly involves either re-teaching the curriculum in an adapted or simplified way or diversifying and adjusting scholarly assignments to learners' needs (Forlin 2001;Wasburn-Moses 2005;Boutskou 2007). The drawbacks underpinning the operation of pull-out services have been well documented in Greece, as well as in other educational systems, and refer to the divergent teaching and learning practices applied in the two settings in addition to the oversimplified and sub-standard curriculum, which is delivered in resource settings -not to mention the stigma that the withdrawal of students frequently entails (Boutskou 2007;Todd 2012).…”
Section: Role Ambiguitymentioning
confidence: 99%
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“…This will help teacher candidates challenge stereotypical beliefs or judgments about people different from themselves (Adams et al, 2005). In addition, course work in special education will provide learning opportunities with respect to performing administrative tasks (e.g., writing IEPs); teaching tasks (teaching content and skills) and modifications (making accommodations, managing behaviors, and consulting with students); as well collaboration with other teachers, parents, and administrators (Wasburn-Moses, 2005).…”
Section: Recommendationsmentioning
confidence: 99%
“…In many content area classrooms, general education teachers provide lecture‐style instruction to large groups of students. The special educator who is “coteaching” may have little opportunity to use his/her skills to improve student learning (King‐Sears & Bowman‐Kruhm, 2011; Mastropieri et al, 2005; Scruggs et al, 2007; Wasburn‐Moses, 2005). This instructional configuration can frustrate both special and general educators because there is a lack of a shared language and experiences to guide practice for many coteaching teams.…”
Section: We Have the Tools And Knowledge Yet We Sail Alonementioning
confidence: 99%