Special education teachers at Lexington High School play a crucial and often underrecognized role in supporting students across the academic spectrum.They run resource classes for students who need additional assistance, prepare lessons, and conduct meetings to address student needs.
A significant part of special education teachers’ work involves managing Individualized Education Program (IEP) meetings. These annual meetings help students with learning differences determine the best plans and strategies to progress in their learning. Assessments may also be conducted to evaluate whether a student qualifies for special education.
“I’m really lucky because I do all these things,” Marc Cantor, an English and special education teacher at LHS, said. “One day looks different from the next. They’re not all the same.”
Cantor works primarily with students in the language learning program, which includes students with dyslexia and other language-related learning disabilities. These students often process and express language differently, requiring more adaptive learning methods to best support their education.
While much of the job involves paperwork and coordination, special education teachers also face unique emotional and professional challenges.
“It’s the hardest job I’ve ever had because you’re dealing with people—human beings,” Cantor said. “You try all kinds of different things, and if you’re not successful, that’s a challenge.”
Nonetheless, this same human aspect of the role also makes it rewarding.
“The best part of my day is sitting down and having a conversation,” Cantor said. “Just sitting around talking to the students about anything … those are some of my favorite memories. And of course, when my students graduate, I celebrate. That’s really fun. To see their accomplishments is really good.”
There are significant misconceptions about special education teachers and students.
“I think both students and other teachers sometimes think of special education teachers as working with students who are just totally unable to function. And yet the students I work with … are kids who are as intelligent and capable as anybody else,” Cantor said.
In addition to correcting these inaccurate assumptions, special education teachers work to improve in their field by assessing what teaching strategies work best for students.
“I think that the science of a lot of what we do is becoming more developed … the science of learning, the science of remembering how our brains work,” Cantor said.
Ultimately, special education is multifaceted and extends far beyond traditional perceptions. A combination of interpersonal skills, a passion for teaching, and connecting with students is a major part of the role.
“I think education is a phenomenal field. And I think that the better, the more qualified, the more passionate, the more interested people are who get into it, the better it will be,” Cantor said.
