Abstract
Special educators must be prepared to meet the diverse needs of their students, yet they have few opportunities to collaborate with others in similar roles or receive targeted professional development. Therefore, practices that intentionally sustain special educators are needed. Such experiences have existed in the professional development world through learning communities and case-based learning. The core components of both models are featured in a relatively new method for supporting practitioners. In this article, the authors provide an overview of the ECHO (Extension for Community Healthcare Outcomes) Model® as a mechanism to support special educators. The ECHO Model® addresses many of the shortcomings in professional development and the special education workforce (i.e., isolated teachers with limited opportunities to collaborate) by strategically building a community of practice.
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