Diversity Issues and the Special Education Teaching Force: Advancing the Discussion

2019 ◽  
Vol 40 (4) ◽  
pp. 261-264
Author(s):  
Deborah L. Voltz
Keyword(s):  
Special Education ◽  
Ethnic Diversity ◽  
Special Education Teacher ◽  
Special Issue ◽  
Education Teacher ◽  
Diversity Issues ◽  
Teacher Workforce ◽  
Racial Ethnic ◽  
Teaching Force

This piece is a commentary on the papers included in the special issue on the racial/ethnic diversity of the special education teacher workforce.

scholarly journals Introduction to the Special Issue—A Necessary Step in Pursuit of Equity: Developing a Racially/Ethnically Diverse Special Education Teaching Force

2019 ◽  
Vol 40 (4) ◽  
pp. 195-198 ◽  
Author(s):  
Audrey A. Trainor ◽  
Elizabeth Bettini ◽  
LaRon A. Scott
Keyword(s):  
Special Education ◽  
Empirical Research ◽  
Special Education Teachers ◽  
Ethnic Diversity ◽  
Special Educators ◽  
Ethnically Diverse ◽  
Equitable Access ◽  
Special Issue ◽  
Racial Ethnic ◽  
Teaching Force

This special issue of Remedial and Special Education is a collection of theoretical and empirical research addressing equity in the preparation of a diverse special education teaching force, with a focus on racial/ethnic diversity. The purpose of this special issue is to open a conversation about equity as it pertains to special education teachers, including both students’ equitable access to special education teachers who share their racial/ethnic and/or cultural background and prospective special educators’ equitable access to the profession.

Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools

2017 ◽  
Vol 40 (4) ◽  
pp. 199-212 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
Elizabeth A. Bettini ◽  
Thomas O. Williams
Keyword(s):  
General Education ◽  
Students Of Color ◽  
Ethnic Diversity ◽  
The United States ◽  
Early Career ◽  
Ethnic Composition ◽  
Teachers Of Color ◽  
Education Teacher ◽  
Teacher Workforce ◽  
Racial Ethnic

Students benefit from a teacher workforce that represents the full racial/ethnic diversity of the United States. We examine racial/ethnic composition of general education teacher (GET) and special education teacher (SET) workforce using the Schools and Staffing Survey. We find that the teacher workforce continues to be primarily White. In 2011–2012, 18% of SETs and GETS were people of color; however, 47% of students with disabilities were students of color. Among teachers of color, the majority identify as Black or Hispanic, with a smaller proportion of Hispanic SETs than GETs. Early career SETs are racially/ethnically similar to experienced SETs, while early career GETs are somewhat more diverse. There were dramatic differences across regions, type of districts, and schools; higher percentages of teachers of color taught in high-poverty and urban schools as well as in schools with higher enrollments of students of color. Results have important implications for education policy and teacher preparation.

Strategies for Recruiting and Retaining Black Male Special Education Teachers

2018 ◽  
Vol 40 (4) ◽  
pp. 236-247 ◽  
Author(s):  
LaRon A. Scott ◽  
Quentin Alexander
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Black Teachers ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Education Teacher ◽  
Recruitment And Retention ◽  
Teacher Workforce

In 2015, the National Goals Conference for and with people with intellectual disability encouraged the field of special education to recruit and retain more Black teachers. In this grounded theory study, 18 Black men were interviewed to learn more about experiences surrounding recruitment and retention in special education teacher-preparation programs (SETPPs) and for teaching careers in special education. Findings led to the development of a theory based on three constructs: (a) motivations for becoming a special education teacher, (b) attractions to SETPPs, and (c) focused strategies for recruitment and retention that indicated several strategies that SETPPs and school divisions should consider (e.g., funding, distance education program, mentorship) when attempting to recruit and retain Black males into training programs and for special education careers. The implication for the special education teacher workforce and potential for future research are discussed.

scholarly journals Three Buckets and Eight Strategies: Recruiting, Supporting, and Retaining a Racially Diverse Special Education Teacher Workforce

2021 ◽  
Vol 1 (2) ◽  
pp. 16-23
Author(s):  
LaRon A. Scott ◽  
William Proffitt
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Students Of Color ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Racially Diverse ◽  
Education Teacher ◽  
Vision Statements ◽  
Affinity Groups ◽  
Teacher Workforce

Cultivating a racially diverse special education teacher workforce is critical to the success of students with disabilities, particularly students of color with disabilities. We examine the literature and provide suggestions for recruiting, supporting, and retaining special education teacher candidates of color. Specifically, we present a vignette that highlights the decision-making process of a Black male on a journey to become a special education teacher. We propose recruitment strategies (e.g., anti-racist mission and vision statements), support strategies (e.g., racial affinity groups), and retention strategies (e.g., adopting anti-racist curriculum) that Institutions of Higher Education must consider to promote efforts to diversify the special education teacher workforce.

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