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Leaders in special education may be directors, instructional support teachers, supervisors, or classroom teachers. Despite the title, leaders in the field of education must be equipped with the consistent evolution of educational context and reforms. Special educators must possess the ability to engage in collaborative and meaningful discussions as they relate to curriculum planning, assessment, integration of technology, and progress monitoring. This requires extensive knowledge in pedagogy, educational discourse, philosophy, and policy. Special educators have provided their experience and expertise to the general education setting for decades. Sharing effective strategies and instructional practices that have benefitted students with exceptionalities has, in turn, proven to be as successful when working with students without exceptionalities. For instance, practices such as differentiation, catering to student’s individual needs, diagnostic assessments, and parental involvement are just a few of the procedures adapted to benefit general education students (Florian, 2014). For this Discussion, you will create a video sharing what you believe are the 10 most important aspects of being a leader in the field of special education that you identified in Module 6. Support your choices with evidence from the research, aligned with the Coherence Framework, and any past field experiences.
To Prepare:

• Review Chapters 49 and 50 in the Florian text,      reflecting on the specific skills, knowledge, and practices critical to      the understanding and advancement in the field of special education.
• Review the feedback given by your Instructor and peers      on your 10 important aspects of being a leader in special education from      Module 6.
• Summarizing and defending your top 10 choices.

Provide a summary on power point slides explaining why you chose the 10 topics aspects of being a leader in special education and what resources helped to support that decision.

Learning Resources

Required Readings

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.

• Chapter 49, “What Do Classroom      Teachers Need to Know About Meeting Special Education Needs?” (pp.      841–858)
• Chapter 50, “The Professional      Knowledge of Inclusive Special Educators” (pp. 859–872)
• Chapter 52, “Changing      Perspectives of Special Education in the Evolving Context of Standards-Based      Reforms in the US and England” (pp. 889–914)

Cavendish, W., Connor, D. J., & Rediker, E. (2016). Engaging students and parents in transition-focused individualized education programs. Intervention in School and Clinic, DOI:1053451216659469.
Leko, M.M., Brownell, M.T., Sindelar, P.T., & Kiely, M.T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. doi: 10.1177/0014402915598782
Hirano, K. A., & Rowe, D. A. (2016). A conceptual model for parent involvement in secondary special education. Journal of Disability Policy Studies, 27(1), 43-53. doi: 10.1177/1044207315583901