The Special Education Teacher Identity Crisis: Prescriptive or Pragmatic? Part II
In The Special Education Teacher Identity Crisis: Prescriptive or Pragmatic? Part I, I discussed the special education teacher “identity crisis” as it relates to taking a more diagnostic/prescriptive role to planning instruction versus a more pragmatic role. I also described my observations of two special education teachers at the same school: one a novice and the other a master teacher. There is a great deal the novice teacher can learn from a master teacher across all facets of the school day; however, the greatest gift the master teacher can give to the novice teacher striving to meet the needs [...]