Abstract
Teachers who possess the ability to confront and resolve professional obstacles through self-advocacy are better equipped to focus on the instructional, social, and emotional needs of their students (Kaufman & Ring, 2011). Additionally, when teachers observe student progress toward established goals, their feelings of self-efficacy increase. This increased self-efficacy leads to higher job satisfaction (Zee et al., 2016).
It is not surprising then that Sciarretto (2019) demonstrated a positive relationship between special educators’ feelings of self-efficacy, their self-advocacy abilities, and their professional growth and satisfaction. Unfortunately, however, many teachers face barriers that negatively influence their feelings of self-efficacy.
This issue of TEACHING Exceptional Children focuses on teacher self-advocacy and is designed to promote strategies for addressing barriers and empowering special educators to employ a variety of techniques designed to increase their advocacy skills. Stacey (2013) writes, “Empowered teachers are more likely to become activists for education reform within their own schools and advocates for themselves” (p. 40).
Self-advocacy comes in many forms. Two of the articles in this issue relate to the need to advocate to school-level administrators. Cornelius and Gustafson recognize the importance of special educators building positive relationships with building administrators. In their article, the authors stress how open communication and the leveraging of knowledge and data can help not only the school and the students but teachers themselves. Hensley and Huddle outline several strategies for obtaining instructional materials. They begin by sharing free resources and online materials for those working with little to no budget. They follow up by providing tips for approaching administrators to ask for materials that will require a budget.
Relationships are essential to the work of special education teachers (Fowler et al., 2019). In addition to administrators, special educators work closely with their general education colleagues, especially as schools seek to become more inclusive. Murawski and Hughes offer steps, strategies, and resources for educators who are in inclusive settings. They provide concrete tips specific to self-advocating with colleagues for improved professional relationships that can lead to better inclusive practices for students.
Not all teachers feel like part of the school community, however, despite the fact that research has emphasized how feeling connected and a sense of belonging are crucial to special educators’ level of job satisfaction (Kohli & Pizarro, 2016). Some teachers may feel they serve multiple roles due to the color of their skin. Cormier and Scott offer educators of color strategies to address specific concerns and to self-advocate for better and more equitable working environments.
Walker, Johnson, and Randolph extend the work of collaborative relationships discussed in previous articles to encourage special educators to self-advocate for students with the most challenging behaviors. They provide strategies for classroom management and behavior support that are grounded in the principles of the Individuals With Disabilities Education Act. Their article offers suggestions for collaborating with administrators, colleagues, and families.
Sears and colleagues also present strategies for special educators to self-advocate for, with, and to families. They offer ideas for involving families while also validating the need to occasionally set professional boundaries with families as a form of self-advocacy and self-care.
Finally, Fisher and Miller provide a historical perspective to advocacy in special education as well as an emphasis on the continuing need to advocate as a field. They share the importance of advocating for the profession at multiple levels while providing strategies for becoming an effective self-advocate.
The purpose of this themed issue is to emphasize the need for special educators to self-advocate. Part of that self-advocacy involves self-care. Lesh (2020) reminds us that it is important for professionals in special education to remember their personal health and well-being as they go about their work. Thus, throughout the issue, you will note that all authors offered a self-care tip in the “Advocate for Self-Care” callout boxes. Special educators are frequently asked to go above and beyond; in 2020, we have all been faced with the additional challenges that come with a pandemic. We hope that this issue provides each of you with the tools to better take care of yourself, your students, and the families you serve.
