Role of specialeducation teachers continuestogrow

By CHRIS WALKER

Today’s teachers need avariety of strategiesand teaching methods to accommodatethe growing number of children who require special education and related services.

In 2019-20, 7.3 million students, or 14% of all public school children ages 3to21, receivedspecial education services under the Individuals with Disabilities Education Act, according to the National Center for Educational Statistics. Of those receiving special education services, the most common category (33%) was for learning disabilities.

The ability and willingness to adapt to change, especially after the past two yearsofthe pandemic, has been crucial to educators and students. Technology has helped.

“Teachers today have more tools to effectively educate students with disabilities,” said Bill Roseland, executive director forthe SouthernWill County Special Education Cooperativein Joliet. “Today’s teachers utilizetechnology into their daily lessons and even intostudenthomework.Most districts have invested in technology andtraining for staff and students.”

Teachers also have adapted to the new classroom.

“Teachers throughout thecooperative have adapted their instruction due to the many needs of children with special needs, especially our youngest students,” said Laurie A. Fane, executive director of the Bi-County Special EducationCooperative in Sterling. “Many young students were instructed remotely for two years and just entered apublic school building this fall. Teachers haveshown unbelievable patience and drive to meet the many emotional needs of students in our community.”

Kimberly Dahlem, assistant superintendent of student services and special education forCrystal Lake-based Community High School District 155, said providing additional support to special education studentstoday is vital.

“Teachers are implementing additional social-emotional support within theclassroom andpartnering closely with related service personnel,” she said.

Dahlem’s district,which has experiencedanincrease in case study evaluations,features afull continuum of programming. Its highly qualified personnel assistwithincreased needs while strongcommunity partnerships have created alinkage for students and families outside of the school setting.

Supporting 11 school districts in Whitesideand Carrollcounties,the Bi-County Special Education Cooperative also continues to see the number of children with special needs increase.

“Thenumberofspecial education students is growing daily,” Fare said. “And the support they need for instruction is intensifying.”

Roseland noted theoverall number of children with special needs being servedremainsstablewherehe’satin Joliet, althoughthere’s been anoticeable increase in the number of children diagnosed with autism spectrum disorder.

According to the Centers for Disease Control and Prevention, 1in44children in the U.S. was diagnosed with an autism spectrumdisorder per its most recent data in 2018. Boys are more than four times morelikely to be diagnosed with autism than girls with 1in27boys identified with autism and 1in116 girls.

One of themostsuccessful tools being incorporated into special education today is acollaborativeapproach to instruction thatinvolves more than one teacher. This co-teaching method generally bringstogether ageneral educationteacher along with aspecial educationteacher. Theywork in tandem to plan and implement instruction for students with disabilities.

“I think one of the most beneficial changes in special education is co-teaching,” said Lauren Banbury, a special education teacher at Kaneland McDoleElementary School in Montgomery. “Through co-teaching, more studentsare being serviced in their least-restrictive environment. Through this model, Ihave been able to provide genuine functional support that is more meaningful in alarge group setting.”

Banburyacknowledged that her approach changes for each of her students as she believes in seeing the whole child.

“When Ilookateach student, Iwant them to be confident and courageous in their learning, so Iincorporate their interests, strengths and learning preferences while working on difficult skills,” she said.

It’s adifferentapproach than when Banbury first started teaching in special education.

“My first couple years as aspecial education teacher,Ibelieved that my students would onlylearnthrough direct instruction in asmallgroup,” she said. “Now, Igive my studentsthe power to choose howthey learn best. While Istill provide direct instruction, I give my students more choice.”

Requiring her students to track their data with her has made her students more goal-oriented.

“Theydecidedhow they want to spell their words: shaving cream, pop-it, whiteboard, stamps, or where they learn best: smallgroup, whole group, in an alternative setting,”she said.“Now Imakeitaconscious effort for my students to advocate for their learning whileguiding them to make good choices.”

Jason Toth received his introduction in specialeducationwhileteaching at Rotolo Middle School in Batavia for a half year before moving on to Batavia High School,where he’sspent the past four years.

“From my perspective, teachers are becomingmore flexible and patient serving childrenwith disabilities,” he said. “The number of students with disabilities is increasing, and the district is serving the needs for these kids by providing avariety of staff support through ahighnumber of teachers, social workers andpsychologists. The curriculum is also designed to meet the needs of students with disabilities.”

Districts continue to invest in additional staffingand trainingdespite the fiscal challenges presented, understanding how significant this need is for their students.

“Thecurrentteacher shortage makes this adauntingchallenge for many districts,” Roseland said. “Beyondinvesting in their ownstaff, districts increasingly utilize out-of-district programming, such as special education cooperatives, to serve their neediest students.”