Special Education Teacher Attrition and Retention: A Review of the Literature

2019 ◽  
Vol 89 (5) ◽  
pp. 697-744 ◽  
Author(s):  
Bonnie Billingsley ◽  
Elizabeth Bettini
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Working Conditions ◽  
Teacher Attrition ◽  
Special Education Teachers ◽  
Quantitative Methods ◽  
Research Priorities ◽  
Special Education Teacher ◽  
Teacher Shortages

High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders.

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

2017 ◽  
Vol 83 (3) ◽  
pp. 315-329 ◽  
Author(s):  
Jim Dewey ◽  
Paul T. Sindelar ◽  
Elizabeth Bettini ◽  
Erling E. Boe ◽  
Michael S. Rosenberg ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Public Law ◽  
General Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Disability Prevalence ◽  
Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

From Caring to Cared For

2019 ◽  
pp. 102-117
Author(s):  
Lindsey A. Chapman ◽  
Chelsea T. Morris
Keyword(s):  
Special Education ◽  
Teacher Retention ◽  
Students With Disabilities ◽  
School Leadership ◽  
Working Conditions ◽  
Special Education Teachers ◽  
Special Educators ◽  
Positive Outcomes ◽  
Marginalized Populations ◽  
Practical Application

Special educators dedicate their careers to caring for one of the most vulnerable and historically marginalized populations of students despite often working in environments that do little to reciprocate this care. Amidst an ever-changing education landscape, special education teachers are becoming increasingly stressed, experiencing burnout at alarming rates, and far too frequently leaving the field altogether. In this chapter, caring school leadership is examined in the context of special education. The authors seek to bridge a theoretical stance with practical application to the field. Three necessary conditions for caring are discussed and specific “transactions of care” are recommended. The chapter concludes by upholding the idea that ensuring special educators feel cared for by school leaders has the potential to mitigate issues of poor working conditions, teacher retention, and consequently, promote positive outcomes for students with disabilities.

Improving Teaching Quality for Students With Disabilities: Establishing a Warrant for Teacher Education Practice

2019 ◽  
Vol 43 (1) ◽  
pp. 28-44
Author(s):  
Mary T. Brownell ◽  
Nathan D. Jones ◽  
Hyojong Sohn ◽  
Kristabel Stark
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teaching Quality ◽  
Special Education Teacher ◽  
Current Status ◽  
Education Practice ◽  
Teacher Workforce ◽  
Future Work

In the 2010 issue of Teacher Education and Special Education ( TESE), Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues’ charge to increase the quality of research on teacher education. They begin the article by conducting a literature review of all articles published in TESE from 2010 to 2019, examining papers focused on advancing theory, measurement, and practice in teacher education. They compare patterns in the research to the broader teacher education literature captured in seven special and teacher education journals. They conclude by discussing needs of the field going forward and provide some thoughts about how we might address those needs through a comprehensive research agenda—one that articulates a vision for how we might develop teaching quality at the intersection of general and special education.

What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?

2019 ◽  
Vol 40 (6) ◽  
pp. 331-337 ◽  
Author(s):  
James McLeskey ◽  
Bonnie Billingsley ◽  
Mary T. Brownell ◽  
Lawrence Maheady ◽  
Timothy J. Lewis
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Core Curriculum ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Initial Attempt ◽  
Preparation Programs

Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education.

scholarly journals Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities

2019 ◽  
Vol 43 (1) ◽  
pp. 45-62 ◽  
Author(s):  
Loretta Mason-Williams ◽  
Elizabeth Bettini ◽  
David Peyton ◽  
Alexandria Harvey ◽  
Michael Rosenberg ◽  
...  
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Working Conditions ◽  
Equal Opportunity ◽  
Educational Opportunity ◽  
Economic Consequences ◽  
Special Education Teacher ◽  
Equal Educational Opportunity ◽  
Federal Spending ◽  
Educational Placements

In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are burdened by turnover and, in some cases, litigation. The authors consider specific aspects of SET shortages, including the problems of staffing high-poverty urban and rural schools, recruiting and retaining teachers of color, and staffing alternative educational placements. The authors then consider more general factors related to shortage, including the valence of teaching as a profession, attrition, working conditions, and compensation. The authors describe how broad policy-based interventions, such as federal spending on personnel preparation and alternative route entrées to teaching, have largely failed to remedy SET shortage. Finally, the authors posit that SET shortage cannot be addressed successfully without improving working conditions and differentiating compensation for shortage area teachers and teachers working with struggling students. Although special education cannot achieve such sweeping change alone, the time seems ripe for moving forward on this important agenda.

Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities

2020 ◽  
pp. 38-60
Author(s):  
Rashmi Khazanchi ◽  
Pankaj Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Quality Standard ◽  
Inclusive Classrooms ◽  
Pedagogical Practices ◽  
Special Education Teacher ◽  
Education Teacher ◽  
General Education Teacher ◽  
High Quality Standard

Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in adapting curriculum and teaching methods, modifying assessments, and providing accommodations to students with disabilities in inclusive classrooms. Effective pedagogical practices are affected by teacher's belief; students' disabilities; and their roles and responsibilities towards the students with disabilities. This chapter examines previous researches and studies that investigate effective pedagogical practices in inclusive classrooms for students with disabilities.

Pedagogical Practices in Teaching Students With Disabilities in Inclusive Education

2021 ◽  
pp. 66-86
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Service Providers ◽  
Pedagogical Practices ◽  
Rehabilitation Professionals ◽  
Related Service ◽  
Diverse Student Population

Today's inclusive education settings consist of a diverse student population that needs a different pedagogical approach. Both general education and special education teachers may face difficulties to engage students in meaningful tasks and to promote learning. Teachers may struggle to effectively reach all students with different abilities in an inclusive education setting. Teachers implement several strategies to keep students engage in inclusive education settings. Teachers do multiple tasks, such as teaching students, developing engaging lessons, assessing and tracking students' learning, collaborating with teachers and rehabilitation professionals, implementing evidence-based strategies, and delivering instructions in various formats. Inclusive education needs administrators, related service providers, general education teachers, and special education teachers to optimize students' learning. This chapter aims to highlight pedagogical practices in teaching students with disabilities in inclusive education settings.

NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools

2005 ◽  
Vol 24 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Mary T. Brownell ◽  
Anne M. Bishop ◽  
Paul T. Sindelar
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Supply And Demand ◽  
Geographic Location ◽  
Highly Qualified ◽  
Teacher Shortages ◽  
Teacher Supply ◽  
Teacher Supply And Demand

Teacher shortages in special education have been a source of longstanding concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers. No Child Left Behind and its definition of highly qualified teacher present new challenges to rural district administrators attempting to secure adequate numbers of special education teachers. In this paper, we outline the challenges rural administrators face in reducing special education teacher shortages, present strategies being used nationally and regionally to reduce strategies, and critique those strategies. We conclude our paper by advocating for a more comprehensive approach to solving teacher supply and demand problems, one that is driven by personnel data.

The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation

2016 ◽  
Vol 40 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Linda P. Blanton ◽  
Mildred Boveda ◽  
Lorena R. Munoz ◽  
Marleen C. Pugach
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teacher Licensure ◽  
Teacher Education Programs ◽  
Complex Needs ◽  
Trade Offs ◽  
High Standards

Initial licensure polices in special education were examined to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education. As the field grapples with how best to prepare both general and special education teachers who can teach to high standards for students with disabilities, the influence of these options is examined in relation to four contemporary issues facing special education and the trade-offs that accrue when a particular licensure option is adopted.

scholarly journals Transforming Special Education Teacher Education: A Reaction to the Report Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers

2012 ◽  
Vol 45 (1) ◽  
Author(s):  
Jennifer R. Newton ◽  
Michael J. Kennedy ◽  
Christine Walther-Thomas ◽  
Jake Cornett
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Effective Teachers ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Social Success ◽  
Achievement Data

Policy makers, university teacher education faculty, school leaders, and government officials are asking the same question: How do we recruit, prepare, and retain effective teachers who will produce desired student outcomes in every classroom? This complex question garners distinct opinions depending on the queried stakeholder, but most agree that significant improvement is needed in the processes of teacher preparation and induction (Darling-Hammond, 2010; Greer & Meyen, 2009; Sykes, Bird, & Kennedy, 2010; Wang, Odell, Klecka, Spalding, & Lin, 2010). An argument can be made that the need for improvement is most urgent within the field of special education teacher preparation (Brownell, Sindelar, Kiely, & Danielson, 2010; Piper, 2007; Pugach, Blanton, & Correa, 2011; Simonsen et al., 2010; Sindelar, Brownell, & Billingsley, 2010) . To illustrate, recent achievement data for students with disabilities provides striking evidence of the critical need for improvement in areas of literacy, graduation rates, and other postsecondary outcomes (e.g. National Center for Education Statistics [NCES], 2009; Wagner, Newman, Cameto, Levine, & Garza, 2006). There is substantial variability in the numerous factors that contribute to the struggles of students with exceptionalities on measures of academic and social success (see Skiba, Poloni-Staudinger, Simmons, Feggins-Azziz, & Chung, 2005; Wagner et al., 2006). Many complex factors influence a teacher's impact on student achievement, which leads to the need for us to continue to examine and reform our current models of teacher preparation. Thus, teacher educators and practitioners must continue to investigate and evaluate the effects of new and existing policies, programmatic structures, and individual practices on outcomes of interest and disseminate those findings. Although calls to reform teacher education and P-12 instruction for children with exceptionalities are not new (Vaughn & Fuchs, 2003), it is clear that new thinking is needed to overcome traditional barriers to academic and social success for individuals with exceptionalities. However, despite the critical need for improvement, teacher preparation models within special and general education largely remain fixed to traditional methods that reflect the status quo as opposed to evidence-based practice (Boyd, Grossman, Lankford, Loeb, & Wycoff, 2009; Brownell, Griffin, Leko, & Stephens, 2011; Sykes et al., 2010).

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