Special education teachers play a vital role in the education of students with disabilities. As such, it is essential to provide them with the support and resources they need to increase positivity and professional growth. One of the ways to achieve this is by cultivating a growth mindset among special education teachers.

A growth mindset is a belief that abilities and intelligence can be developed over time. It is different from a fixed mindset, which is a belief that abilities and intelligence are innate and unchangeable. Encouraging a growth mindset among special education teachers can help them embrace challenges, see them as opportunities for growth and learning, and increase their resilience and motivation.

In addition to fostering a growth mindset, providing training that encourages inclusionary practices and disavows ableism is crucial. This can include training on creating accessible and inclusive learning environments, teaching strategies that support diverse learners, and understanding the social and emotional needs of students with disabilities. By providing this training, special education teachers can develop the knowledge and skills necessary to meet the diverse needs of their students and create a culture of inclusion and acceptance.

When phasing out antiquated ideas, it is essential to approach the process with sensitivity and respect. Teachers who have been in the profession for a long time may feel attached to certain practices and resistant to change. One way to overcome this resistance is to involve teachers in the process of change. Provide opportunities for dialogue and collaboration, and give teachers a voice in the decision-making process. When teachers feel heard and respected, they are more likely to be open to new ideas and approaches.

However, some teachers may still refuse to embrace a growth mindset, figuratively digging their heels in against change, often bringing around toxicity and a breakdown in communication. In this case, it is crucial to address their concerns and provide support and mentorship to help them see the benefits of embracing new ideas and approaches. Providing opportunities for collaboration and shared learning can also be effective in promoting a growth mindset among unwilling teachers. Much research exists around the benefits of embracing Professional Learning Communities (PLC) in a public education setting, and the invaluable collaboration that comes forth from a healthy PLC.

Increasing positivity and professional growth for special education teachers requires a multi-faceted approach. This includes cultivating a growth mindset, providing training on inclusive practices and disavowing ableism, phasing out antiquated ideas with sensitivity, and addressing the concerns of teachers who refuse to embrace change. By providing these supports, special education teachers can continue to grow and develop their skills, leading to improved outcomes for their students.