A Systematic Review of Special Educators' Roles: Applying a Systems Lens

• In Event: Preparing Special Educators: Recruitment, Roles, Support, Knowledge, and Development

Abstract

Special education teachers’ (SETs’) roles have long been complex, yet ambiguously defined. In this systematic review covering 1997 – 2020 (n = 64), we draw on Cultural Historical Activity Theory to explore how SETs’ roles are shaped in and by schools as organizations. Findings indicate that, overwhelmingly, instead of being carefully constructed in service of a clear aim, SETs’ roles emerge through interactions among material, social, and conceptual resources available in a particular school context. We discuss the implications of this ad hoc approach for SETs’ professional experiences and for educational equity for students with disabilities. We end by asserting the importance of research that fosters collaboration between researchers, practitioners, and policy-makers, geared towards refining systems to produce positive, productive roles.

Authors

• Hannah Morris Mathews, University of Florida
  Presenting Author

• Tashnuva Shaheen, Boston University
  Presenting Author

• Elizabeth A. Bettini, Boston University
  Non-Presenting Author