TEACHING Exceptional Children Journal Teachers as Self-Advocates Issue (Volume 53, Issue 3)

This issue is focused on special educator self-advocacy. Teachers who possess the ability to confront and resolve professional obstacles through self-advocacy are better equipped to focus on the instructional, social, and emotional needs of their students. There is a positive relationship between special educators’ feelings of self-efficacy, their self-advocacy abilities, and their professional growth and satisfaction. Articles in this issue cover self-advocacy in inclusive settings, using relationships to advocate with families, leveraging knowledge and data to work with administrators, managing classroom behavior, advocating for curricular resources, advocacy for minoritized special education teachers, and legislative advocacy for special educators.