Special education teachers often have role ambiguities.

Over the last 20 years special education teachers have emerged as a distinct but heterogeneous occupational group. It is very interesting to research on how special education teachers perceive their job and their role. I tried to explore within myself how I as a teacher am giving meaning to the experiences and how these experiences influence our practice. The different discourses and ambiguities over inclusion, integration and special education indicate the complexity of this area and of teachers' roles. The uncertainty over their role, the tensions with other professionals and the changing policy context and policy shifts create significant inconsistencies. Moreover, changing student demographics and movement toward no categorical services have resulted in more diverse caseloads for special educators. Special educators seem capable of handling more students, but increasing numbers combined with increasing diversity becomes less manageable.

Increasing pressure to include students with disabilities adds to special educators' sense of role conflict and ambiguity. Some special educators are frustrated by general educators' resistance to inclusion Others experience conflict when placed in roles where their primary responsibility is to collaborate with general educators rather than to provide direct services to students In this case, special educators may feel deprived of the opportunity to do what they prepared themselves to do-teach. Moreover, special educators experience heightened anxiety and conflict when colleagues and principals do not make the education of students with disabilities an important focus in the school or do not provide sufficient professional growth opportunities. Support and professional development undoubtedly help special educators feel better able to handle the challenges of their jobs.