District leaders express gratitude for special education staff

Key points:

The demand for special education services is increasing, and about 15 percent of public school students are eligible to receive services under the Individuals with Disabilities Education Act (IDEA). At the same time, educational leaders at the state and local levels report staff shortages.

Now more than ever, as special education staff work to manage growing caseloads while ensuring each student receives the high-quality services they deserve, these dedicated employees deserve praise.

With the Thanksgiving holiday right around the corner, we asked the nation's top district leaders why they're grateful for their special education staff. This is what they said.

Special education staff are “rare and wonderful.”

All of the district leaders we interviewed agreed: It takes a special kind of person to be a special education teacher or support professional.

“He is a rare and wonderful human being who steps forward to serve in special education,” said Susan Enfield, resident superintendent of the ILO Group and former superintendent of the Washoe County School District in Nevada. “All of us who work in public education wake up every day believing that the impossible is possible. And for our colleagues who serve our special needs students, who need more than others, they give more. “They have the right to receive all the gratitude, love and support we can give them.”

“There is a great feeling of gratitude for the group of people who every day have committed their lives to the work and well-being of struggling students, to the work and well-being of students who are not easily accepted in all of our schools. and our communities, and to families who want to make sure their children get what they need to move forward,” agreed Carolyn Quintana, former vice chancellor of teaching and learning for New York City Public Schools, echoing that feeling. . “These are people who come with passion and commitment, who never pass up an opportunity to gain additional training, learn and expand, who always come with great ideas and new ways of thinking about how to support students.”

“No matter what's going on, the ups and downs, they're resilient,” said Nerlande Anselme, superintendent of the Rome City School District in New York. “They show up, they come to work with joy, and they're always thinking about putting kids first.”

Special education staff are advocates.

These special staff members are advocates for students, says Mary-Anne Sheppard, executive director of leadership development for Norwalk Public Schools in Connecticut.

“When I can see a young student advocating for what they need within a classroom or advocating for what is not working for them, that is the imprint of our special education educators,” he said.

Rachel Alex, executive director of leadership development for the Aldine Independent School District in Texas, said special education staff “collaborate” with teachers, administrators and parents.

“They stay on the job, they stay on the fight, they stay true to meeting the needs of all students,” Alex said. “They really think about all. Thank you for standing up for our voiceless students who are forced to fit into what is normal and not what is appropriate.”

Special education staff truly meet the diverse needs of students.

Kyla Johnson-Trammell, superintendent of the Oakland Unified School District in California, said special education staff are some of the brightest educators because they truly understand how to differentiate instruction to meet students' diverse needs. All educators can learn from the “wisdom and gems” of their peers in special education when it comes to planning, instructional design and communicating with families, she said.

“We are very indebted to those talented education professionals that we have in the special education space because they actually have a lot of the answers to some of the things that we do when we're trying to solve marginal problems. Johnson-Trammell said.

Special educators are invaluable—to schools, students, and families.

Two of the leaders, Margaret Crespo and Penny Schwinn, spoke about the impact special education staff have had on their professional and personal lives.

“As a parent of a student with an IEP, but also as a continuing educator, I cannot thank our specialists enough for the incredible work they do,” said Crespo, OIT Group resident superintendent and former Laramie superintendent. Wyoming County School District. “The support they provide to general education teachers and the rest of us as parents is truly incredible.”

Schwinn, vice president of PK-12 and pre-baccalaureate programs at the University of Florida and former Tennessee state commissioner of education, echoed that sentiment. Schwinn's daughter also has an IEP and praised her daughter's therapist for helping her make progress without making her feel different.

“Never did (my daughter) feel ashamed or afraid of her disability. She felt like it was something unique and special about her and she was working very hard,” Schwinn said. “That was not just a function of my daughter. That was a function of her teacher and her team who motivated, encouraged and uplifted her.”

Schwinn added, “I couldn't be more grateful for the work our special educators and support staff do because it changes lives.”

Heather Sanchez, chief of schools for the Bellevue School District in Washington, said that although education can sometimes seem like a thankless job, special education staff must remember that what they do has an incredible impact.

“There's a real army of people behind you cheering you on because no one else can do what you do,” Sanchez said, “and we need you.”

The interviews were conducted by Presencea provider of mental health and special education assessments and teletherapy services for K-12 schools, as part of its Visionary Voices video series. Responses have been edited for clarity and brevity.