For decades, special education has been plagued by shortages of fully qualified teachers. The No Child Left Behind Act (NCLB) was designed to address the problem of teacher shortage by easing entry and promoting alternative routes (ARs). However, the law was not specific to special education, and the logic on which it is based fits the special education context poorly. Nonetheless, ARs have proliferated in special education. In this chapter, we consider the impact of NCLB generally and AR preparation specifically on special education teacher (SET) shortages. We describe the population of SETs, review research on special education ARs, and consider the problem of diversifying the workforce. We also review research on teacher attrition and policies designed to reduce it.
Sindelar, P., McCray, E., Theresa Kiely, M. and Kamman, M. (2008), "The impact of no child left behind on special education teacher supply and the preparation of the workforce", Scruggs, T. and Mastropieri, M. (Ed.) Personnel Preparation (Advances in Learning and Behavioral Disabilities, Vol. 21), Emerald Group Publishing Limited, Bingley, pp. 89-123. https://doi.org/10.1016/S0735-004X(08)00004-9Download as .RIS
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