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From Caring to Cared For: Prioritizing an Ethic of Care for Special Educators

From Caring to Cared For: Prioritizing an Ethic of Care for Special Educators

Lindsey A. Chapman, Chelsea T. Morris
Copyright: © 2019 |Pages: 16
ISBN13: 9781522557487|ISBN10: 1522557482|EISBN13: 9781522557494
DOI: 10.4018/978-1-5225-5748-7.ch006
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MLA

Chapman, Lindsey A., and Chelsea T. Morris. "From Caring to Cared For: Prioritizing an Ethic of Care for Special Educators." Creating Caring and Supportive Educational Environments for Meaningful Learning, edited by Kisha Daniels and Katrina Billingsley, IGI Global, 2019, pp. 102-117. https://doi.org/10.4018/978-1-5225-5748-7.ch006

APA

Chapman, L. A. & Morris, C. T. (2019). From Caring to Cared For: Prioritizing an Ethic of Care for Special Educators. In K. Daniels & K. Billingsley (Eds.), Creating Caring and Supportive Educational Environments for Meaningful Learning (pp. 102-117). IGI Global. https://doi.org/10.4018/978-1-5225-5748-7.ch006

Chicago

Chapman, Lindsey A., and Chelsea T. Morris. "From Caring to Cared For: Prioritizing an Ethic of Care for Special Educators." In Creating Caring and Supportive Educational Environments for Meaningful Learning, edited by Kisha Daniels and Katrina Billingsley, 102-117. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5748-7.ch006

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Abstract

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

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