This paper addresses the national quantity demand, supply, and shortage of special education teachers (SETs) in comparison to general education teachers (GETs). The main data source was the 1999–00 Schools and Staffing Survey. Results indicated that the total demand for SETs increased 38% from 240,000 in 1987–88 to 330,000 in 1999–00, a rate of growth greater than the 26% increase observed for GETs. For entering teachers, the reserve pool was the predominant source of supply of both SETs and GETs. However, only 46% of first-time SETs completed extensive teacher preparation with degree majors in their primary areas of teaching, whereas the comparable figure for GETs was 82%. As an indication of the inadequate supply of extensively prepared teachers in special education, about 28% of first-time teachers hired in special education positions had completed teacher preparation in general education. Finally, a modest decline in the supply of degree graduates in special education has occurred since 1997–98 in spite of the increasing quantity demand for entering SETs.
Get full access to this article
View all access options for this article.
References
1.
Boe, E. E., Bobbitt, S. A., Cook, L. H., & Barkanic, G. (1998). National Trends in Teacher Supply and Turnover for Special and General Education. (Data Analysis Rep. No. 1998-DAR1). Philadelphia: University of Pennsylvania, Graduate School of Education, Center for Research and Evaluation in Social Policy. (ERIC Document Reproduction Service No. Ed 426 549).
2.
Boe, E. E., & Cook, L. H. (in press). The chronic and increasing shortage of fully-certified teachers in special and general education. Exceptional Children.
3.
Boe, E. E., Cook, L. H., Kaufman, M. J., & Danielson, L. (1996). Special and general education teachers in public schools: Sources of supply in national perspective.Teacher Education and Special Education, 19, 1–16.
4.
Boe, E. E., Cook, L. H., Paulsen, C. A., Barkanic, G., & Leow, C. S. (1999). Productivity of Teacher Preparation Programs: Surplus or Shortage in Quantity and Quality of Degree Graduates. (Data Analysis Rep. No. 1999-DAR2). Philadelphia: University of Pennsylvania, Graduate School of Education, Center for Research and Evaluation in Social Policy.
5.
Brownell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages: What should policymakers consider?Journal of Special Education, 38, 56–61.
6.
Carlson, E., Brauen, M., Klein, S., Schroll, K., & Willig, W. (2002). Key Findings from the Study of Personnel Needs in Special Education. Washington, DC: Office of Special Education Programs, U.S. Department of Education.
7.
Carriker, W., & Weintraub, F. J. (1989). A Free Appropriate Education: But Who Will Provide It? A statement presented to the Senate Subcommittee on the Handicapped and the House Subcommittee on Select Education on behalf of the American Speech-Language-Hearing Association, Council of Administrators of Special Education, The Council for Exceptional Children, Council of Graduate Programs in Communication Sciences and Disorders, Higher Education Consortium for Special Education, National Association of State Directors of Special Education, and the Teacher Education Division of CEC.
8.
Council for Exceptional Children. (2000). Bright futures for exceptional learners: Introduction-An action agenda to achieve quality conditions for teaching and learning. Reston, VA: Author.
9.
Henke, R. R., Choy, S. P., Geis, S., & Broughman, S. P. (1996). Schools and staffing in the United States: A statistical profile, 1993–94. Washington, DC: National Center for Education Statistics, U.S. Department of Education.
10.
Henke, R. R., Zahn, L., & Carroll, C. D. (2001). Attrition of New Teachers Among Recent College Graduates: Comparing Occupational Stability among 1992–93 Graduates Who Taught and Those Who Worked in Other Occupations. Washington, DC: National Center for Education Statistics, U.S. Department of Education.
11.
Kozleski, E., Mainzer, R., & Deshler, D. (2000). Bright Futures for Exceptional Learners: An Agenda to Achieve Quality Conditions for Teaching and Learning. Reston, VA: Council for Exceptional Learners.
12.
McLeskey, J., Tyler, N. C., & Flippen, S. S. (2004). The supply and demand for special education teachers: A review of research regarding the chronic shortage of special education teachers.Journal of Special Education, 38, 5–21.
13.
Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education.Exceptional Children, 65, 201–218.
14.
National Association of State Directors of Teacher Education & Certification. (2003). The NASDTEC Manual on the Preparation and Certification of Educational Personnel 2003 (8th ed.). Sacramento, CA: School Services of California, Inc.
15.
National Clearinghouse on Professions in Special Education. (1992). Who will teach? Who will serve? A Report to the Field by the Task Force on a National Personnel Agenda for Special Education and Related Services. Arlington, VA: National Association of State Directors of Special Education.
16.
National Commission on Teaching and America's Future. (1996). What Matters Most: Teaching for America's Future. Washington, DC: The National Commission on Teaching & America's Future.
17.
National Commission on Teaching and America's Future. (2003). No dream denied: A Pledge to America's children. New York: The National Commission on Teaching & America's Future.
18.
Office of Special Education Programs. (1998). Twentieth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
19.
Office of Special Education Programs. (2000). Twenty-second Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
20.
Office of Special Education Programs. (2002). Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
21.
Office of Special Education Programs. (2004). Twenty-Sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
22.
Office of Special Education Programs. (2005). Twenty-Seventh Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
23.
Rosenberg, M. S., & Sindelar, P. T. (2001). The Proliferation of Alternative Routes to Certification in Special Education: A Critical Review of the Literature. Arlington, VA: The National Clearinghouse for Professions in Special Education, the Council for Exceptional Children. Available from the Web site: http://www.copsse.org/.
24.
Sindelar, P. T., Daunic, A., & Rennells, M. S. (2004). Comparisons of traditionally and alternatively trained teachers.Exceptionality, 12 (4), 209–223.
25.
Snyder, T. D., & Hoffman, C. M. (2003). Digest of education statistics: 2002. Washington DC: National Center for Education Statistics, U.S. Department of Education.
26.
Tourkin, S. C., Pugh, K. W., Fondelier, S. E., Parmer, R. J., Cole, C., & Jackson, B., et al. (2004). 1999–2000 Schools and Staffing Survey (SASS) Data File User's Manual (NCES 2004–303). Washington, DC: U.S. Department of Education.
27.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2002). A New Era: Revitalizing Special Education for Children and Their Families. Washington, DC,
28.
Wayne, A. J. (2000). Teacher supply and demand: Surprises from primary research. Education Policy Analysis Archives, 8(47)
29.
Zabel, R. H., & Zabel, M. K. (2001). Revisiting Burnout among Special Education Teachers: Do Age, Experience, and Preparation Still Matter?Teacher Education and Special Education, 24, 128–39.
