“…Standards-based educational reforms (e.g., Every Student Succeeds Act, 2015; IDEA, 2004; No Child Left Behind Act, 2002), state-level reforms (e.g., new curriculum standards, Multi-Tiered System of Support [MTSS], certification changes), and social and demographic changes have led to evolving work contexts and increasing demands on SETs. These greater demands include the following: (a) increasing responsibility for content standards (e.g., Drame & Pugach, 2010), which may compete with SETs’ efforts to provide intensive interventions addressing foundational skills (e.g., Cook et al, 2019); (b) greater inclusion of students with disabilities in general education settings (Williamson, Hoppey, McLeskey, Bergmann, & Moore, 2019), leading to changing service delivery models and the need for SETs to work collaboratively with GETs to assure students with disabilities’ needs are met (e.g., through co-teaching, collaboration); (c) widespread implementation of MTSS systems, which include SETs in varied ways (McCray, Butler, & Bettini, 2014); (d) a trend away from categorical toward non-categorical licensure (Sindelar, Fisher, & Myers, 2019), allowing SETs to teach a broader student population; and (e) a population of primarily White SETs (Billingsley, Bettini, & Williams, 2019) who indicate they feel unskilled in meeting the needs of an increasingly diverse student population (Fall & Billingsley, 2008).…”