Abstract
Purpose. The purpose of this study was to describe and compare the personal and professional experiences, traits, barriers, career paths, motivators, and other factors that contribute to the success of 10 special education teachers. A second purpose was to describe the advice that these 10 successful special education teachers have for their protégés. Methodology. The 10 successful special educators were selected through convenience sampling methods via an expert panel comprised of representatives from Special Education Local Planning Agencies (SELPA) in Riverside and San Bernardino Counties (California) in addition to professors from surrounding universities. The qualification of success was defined and determined through the following attributes: 5 years' special education teaching experience; the receipt of local, state, and/or national honors or awards; significant student academic achievement; and professional organizations. An interview was conducted with each of the 10 respondents. Findings. The subjects' career paths and backgrounds were varied and fascinating, with everything from physical education, psychology, and real estate listed as their previous career or interest. Common descriptors often illustrated among them included: passion, drive, empathy, discipline, organization, patience, tolerance, and being calm. Other universal themes resonated were a teamwork approach, collegial and administrative support, continued and consistent interaction with students, providing a safe and comfortable environment, as well as the unrelenting pursuit of positive, inclusionary experiences. Conclusions. The following factors (rank order) emerged as the most significant among subjects based on response findings elicited through the interview process: positive experience with strong colleague (a.k.a. mentoring), professional development, personal qualities (e.g., personal, inherent characteristics), administrative support, and collegial support. Recommendations. As a result of this study, the author makes the following recommendations: provide each new special education teacher or intern with a mentor or a colleague with support; provide ongoing professional development to new special education teachers that will assist them in improved student achievement; recruit special education candidates who possess the personal qualities identified in this study; provide appropriate and positive site and district administrative support; encourage collaboration and professional learning communities to develop collegial support between general and special education teachers.