A number of studies have produced conflicting information on shortages and surpluses in the special education teacher market. Some have attempted to explain the forces producing shortages and surpluses in various specializations within special education as well as within geographic areas. The purpose of this article is to review those studies of past and current market conditions in special education to identify some of the basic underlying economic reasons for those market conditions. The consequences of the market forces on the quality of education, both positive and negative, are examined.
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