Advertisements for Faculty with Expertise in Severe or Multiple Disabilities: Do They Reflect Initiatives in Teacher Education and School Reform?

Abstract

School reform efforts and an increase in the inclusion of students with disabilities in general education settings have resulted in changes in teacher education programs, including the unifieation of special and general education. Teacher education programs must have faculty who have demonstrated expertise in these and other current and emerging trends. Advertisements for full time special education assistant professors with expertise in severe or multiple disabilities found in the Chronicle of Higher Education for a two year period were analyzed for content related to five current and emerging trends: (a) collaboration among special and general education faculty within the teacher education program; (b) existence of, or plans to develop, a unified teacher education program; (c) expertise in inclusion; (d) expertise in general education; and (e) collaboration with schools for the development of services for students with severe or multiple disabilities that more closely reflect current and emerging trends. Results suggest that while great variability exists in the content of advertisements for full time special education assistant professors with expertise in severe or multiple disabilities, few advertisements provided the information required to attract potential applicants seeking to join a teacher education program that incorporates current and emerging trends. Given the desire to recruit and hire the best candidate, universities may be wise to develop advertisements that are clear about the intent of their teacher education program and the expertise they seek in the successful candidate.

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