Each forum will be completed in 2 parts: 1 thread addressing the instructor’s p

Each forum will be completed in
2 parts:
1 thread addressing the instructor’s prompt (400–500 words) 3 replies (200–300 words each) to classmates’ threads.
One appropriate citation reference must be made in current APA format in each thread and reply. First person is allowed in your posts.
Title the subject line of your replies “Reply to John Smith,” “Reply to Jane Doe,” etc. This will ensure that it is clear to whom you are replying. Also, note that responses such as “I like what you said,” “That is a good comment,” and “I disagree with your comment” do not count as complete replies in and of themselves. Rather, stating why you liked or disliked a peer’s thread, presenting additional thoughts or ideas, and providing alternative ideas/thoughts when you disagree all count as complete replies.
Part 1: Instructors Promt: Course Information: EDSP723: Administration and Supervision of Special Education Please reflect on your experience in the course. The reflection should address the following questions:
How has your understanding of special education leadership and administration changed through this course?
What are three practical lessons you have learned through this course?
How has your biblical understanding of special education been changed through this course
Part 2: Student Replies:
Student 1:
Casnacita Gray: My comprehension of special education leadership and administration has significantly changed during the course of these past few weeks. In the beginning, I perceived the roles of special education as primarily managerial, focused on logistics and compliance. However, my perspective has shifted to appreciate the deep commitment to advocacy, empathy, and ethical stewardship required to truly support the needs of students with disabilities.
One of the most practical lessons I have learned is the importance of individualized education. Each student’s journey is unique, and as leaders, we must prioritize crafting customized learning experiences that acknowledge and cater to these differences. This requires a delicate balance of resources, expertise, and, most importantly, a compassionate understanding of each student’s potential.
Another lesson that will stay with me is the value of collaboration. Special education is not a siloed endeavor; it thrives on the collective efforts of teachers, administrators, parents, and the students themselves. I’ve learned that fostering a culture of open communication and shared goals is essential. By working together, we can create a supportive environment that enables all students to thrive.
Finally, the course has highlighted the necessity of continuous professional development. The landscape of special education is ever-evolving, with new research, techniques, and technologies constantly emerging. I believe that committing to lifelong learning is important to remain effective in our roles and to provide the best possible outcomes for our students.
My biblical understanding of special education has also been profoundly influenced. I have come to see each child as a unique creation of God, endowed with inherent value and purpose. The Scripture tells us in Psalm 139:14 that we are “fearfully and wonderfully made,” which reinforces the idea that every student, regardless of ability, is deserving of an education that celebrates their individuality and gifts (English Standard Version Bible, 2001) . This course has deepened my conviction that our role in special education is not just an occupation, but a calling to serve, to uplift, and to love as Christ loved us.
In conclusion, this course has not only equipped me with practical skills and knowledge but has also reshaped my heart for service in special education. The lessons learned here extend beyond the classroom; they are life lessons in compassion, partnership, and unwavering commitment to each student’s God-given potential. I am grateful for the transformation in my understanding and am eager to apply these insights in my pursuit of excellence in special education leadership and administration.
Reference
English Standard Version Bible. (2001). Crossway Bibles
Student 2: Carrie Harmer:
As a special educator who has not held any administrative role, this course increased my understanding of the challenges leaders face in ensuring special education services are provided effectively and with fidelity. Crockett et al. (2019) discussed how leaders must ensure correct procedures based on current laws and policies are followed when identifying students needing instructional support. These tasks involve using Multi-Tiered Student Supports (MTSS), specially designed instruction, ongoing and accurate assessment, and consideration of least restrictive educational placement (Crockett et al., 2019; Individuals with Disabilities Education Act, 2004). Furthermore, leaders must offer supports and training so that staff working with students requiring special education supports are knowledgeable of best practices for instruction inclus9ng exposing them to grade level content while addressing individual needs, and collaboration of all stakeholders (Crockett et al., 2019; Weir et al., 2023). When administrators, general and special education teachers, service providers, and families collaborate, students have more positive educational outcomes during schooling as well as after graduation (Ahlers et al., 2023; Crockett et al., 2019; Weir et al., 2023).
The first major takeaway I have from this course is being mindful of the challenging professional and personal challenges of special education leadership. Although I understood this to some extent before this course, I have perhaps not considered the potential stress this may place on special education leaders. Weir et al. (2023), for example, reported that special education leaders struggled with maintaining a reasonable balance between home and work life, gaining needed materials for their programs, and often indicated they felt marginalized. Successful special education requires a higher level of individualized supports and more funding than those in general education. Secondly, I have become more knowledgeable about the process of how special education programs are funded locally as well as federally. Per Crockett et al. (2019) and Weir et al. (2023), funds are allocated for specific programs based on protocols that must be followed, requiring leaders to understand current laws and policies fully. Finally, I have learned that special education leaders can at times feel very isolated in their roles. Whether in an administrative, coaching, or teaching position, leaders and educators who work with students requiring these services often indicate that other educational professionals do not know what their jobs entail, noting that they are often left out of grade level teams, collaboration processes, and the school culture (Ahlers et al., 2023; Crockett et al., 2019, Weir et al., 2023). Such isolation makes ensuring students have access to general education content and inclusion opportunities difficult.
Biblically, Ephesians 4:1 (New American Standard Bible, 1995) implores Christians to “walk in a manner worthy of the calling with which you have been called.” As special educators and leaders, I feel each teacher and administrator can act as a leader, guiding both pre-service and in-service fellow educators, as well as families, in making the best decisions for students to receive a quality free and appropriate public education in the least restrictive environment. For some students, this may involve more specialized supports and educational placements with opportunities for social inclusion, while others may be best instructed in general education placements (Ahlers et al., 2023; Crockett et al., 2023). Regardless of placement, special education leaders can encourage collaboration between stakeholders to ensure the greatest success of students by supporting each team member in considering the thoughts and ideas of each member. This requires that each one of us act “with all humility and gentleness, with patience, showing tolerance for one another in love” while “being diligent to preserve the unity of the Sprit in the bond of peace (Ephesians 4: 2-4, New American Standard Bible, 1995). When we are humble and admit we are still learning and need to work together, listen to the perspectives of all stakeholders in a collaboration team, and strive to provide instruction that follows best practices while being tolerant and understanding of differences, the needs of learners and ensuring their success in education in life is placed first.
References
Ahlers, K., Hugh, M. L., Tagavi, D., Eayrs, C., Hernandez, A. M., Ho, T., & Locke, J. (2023).
“On an island by myself”: Implications for the inclusion of autistic students in self-contained classrooms in public elementary schools. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1241892 Links to an external site.
Crockett, J. B., Billingsley, B., & Boscardin, M. L. (2019). Handbook of leadership and administration for special education (2nd ed.). New York, NY: Routledge.
Individuals with Disabilities Education Act, 20 U.S.C. 1411, § 300.8 (c). (2004). https://sites.ed.gov/idea/regs/b/a/300.8 Links to an external site.
New American Standard Bible. (1995). https://nasb.literalword.com/ Links to an external site.(Original work published 1971)
Weir, K., Boscardin, M. L., & Griffin, L. L. (2023). Leadership experiences of women administrators of special education. Journal of Special Education Leadership, 36(1), 17-32.
Student 3: Patricia Arnold:
My perspective as a teacher has been very limiting in this course when it comes to the application of material learned about administration. I don’t think I think like an administrator, yet this course helped me empathize with the volume of knowledge that administrators have to obtain to do their jobs. My hope is that as I learn new information through coursework that I can become a leader in my department and use my new knowledge to make me a better special education teacher. I have enjoyed learning many layers of special education law, policy, and practices as it relates to what I do everyday. This course has increased my breadth of knowledge in the field of special education and my hope is that I can apply it appropriately and well. The practical lessons I have learned in this course are that my ability to articulate myself in debatable topics needs work and fine tuning. I found the debate paper to be more challenging than anticipated. I also need to find a way to organize my research without overtaking my living room with paper articles and keeping so many tabs open on my computer I don’t know what is what, especially with 2 courses to manage at once. Maybe that is just the nature of the beast in this digital age of online learning, but as an organized person, I don’t like the mess. However, a librarian once said to me that “Research is messy!”I think I will consider purchasing textbooks in the future to diminish the amount of printing and purging I have been doing. My biblical understanding of special education has not changed through this course, yet has become more airtight and sealed in my heart. I stand on the calling that the Lord has placed me into this profession and into this world: to serve, continue learning, and fulfill the great commission Mark 16:15, NIV. New International Version Bible.(2019) YouVersion.[Mobile App]. Apple App Store, Bible. Life Church. https://www.youversion.com/the-bible-app/