How Becoming a Special Educator Made Me a Better Advocate for Children and Their Parents
By Alisha Isable, Special Education Inclusion Teacher
The squeaky wheel gets the oil. That’s how the saying goes. Anyone who has been in education long enough has seen how school procedures, classroom dynamics, and even educational policies and laws can be influenced by parents and children. Especially those that speak or “squeak” the loudest. However, most of us also recognize that this is often a small group and does not reflect the total school community. Although it is often difficult to amplify the voices of those unheard, special educators can play a vital role in advocating for children with disabilities and their parents, a group that is often overlooked.
After being a general educator for 20 years, I transitioned to the world of special education — a world of IEPs, educational assessments, progress monitoring, BIPs, and more. Outside of the paperwork, becoming a special educator allowed me to focus on one thing that most teachers do not get to focus on — the child. I know, I know. I am sure that you are asking “Well, doesn’t everyone in a school focus on the child?” Well, yes and no.
District leaders are responsible for the entire district — students and staff alike. Building administrators or principals are responsible for the entire school building, and classroom teachers are responsible for well, the class. The truth is, as you move further up the totem pole, your proximity to the child as an individual shifts further and further away. For this reason, educators are rarely in a position to make decisions based on the individual child. That special job is reserved for special educators (as well as other service providers). It is not our responsibility to run a class, department, or school, but rather to support the individual student.
As special educators, we are responsible for knowing our students inside and out. Anyone who has had the pleasure of developing an IEP for a student knows exactly what I am speaking of. We must document not only their current academic progress but also be aware of their strengths, deficits, hobbies, and even career interests. In order to do our job effectively, we must also become in tune with what works for them and why. We understand that allowing John to hold your wrist when he is upset actually helps him de-escalate faster. We understand that Janet is not coming to the resource room because she feels embarrassed and needs encouragement the day before to help her move past her anxiety about leaving class. We understand Tommy sounds out words better when he rubs his finger against color-changing sequin to allow for better blending. Being a special educator puts you in a position to understand the child as a learner, and, more importantly, as a human being.
Here’s the thing: Once you put on those specialized glasses, you cannot take them off. Every room or space you enter is different. You hold a greater amount of patience and grace for every student you encounter. But that grace and compassion cannot only be afforded to the students. We must transfer that to our relationships with the parents as well.
As teachers, we have all experienced the difficult parent, the inconsistent parent, or the parent who doesn’t hold their child accountable. Although these “types” of parents do not make our jobs or lives any easier, we must not lose sight of our role. Our job is not to evaluate someone else’s parenting skills. Neither is our role to judge, dictate, demean, or dismiss our parents. Our job is to support the student and the family as best we can.
In some ways, being a special educator puts you in a better position than any other staff member. That parent could care less about the class or the school as a whole. They only have one concern — their child. And that is where a special educator and the parent have common ground. You are both responsible for and desire the best outcome for a particular child.
Some parents have only heard what their child can’t or won’t do. They attend IEP meetings where educational jargon is spewed, and their concerns are often dismissed — especially if they are a parent who is from a traditionally marginalized community. Some parents are in survival mode and just trying to make ends meet. Some parents may come with their own learning, financial, mental, emotional, or language barriers. But most parents want their children to be safe, to be comfortable, and to be successful. They want to be heard and they want their concerns to be acknowledged. As special educators, we are in the best position to hear and support them, the same way we would their child.
Special educators are in a special position to be an advocate for both the child and the parent. I have found it to be both the most challenging and rewarding part of the job.
The greatest expression of love is to accept a person as they are. As special educators, let’s continue to extend that love to a group that doesn’t always receive it.
Alisha Isable has taught elementary and middle school for over 20 years. She currently teaches special education inclusion and lives outside of Baltimore with her daughter. She also writes educational content as a freelancer and writes short stories on a variety of topics related to faith and social/moral dilemmas. Her love for teaching and writing began with creating children’s fables and has expanded to writing for adults.
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