Among the critical issues facing special education today is the lack of highly qualified and well trained professionals who are capable of working with the increasing numbers of students with diverse needs referred for special education supports and services. In both the popular media and the research literature, experts are attempting to delineate the numbers of schools and programs without trained, certified special educators and are attempting to predict how many more special educators will be needed in the next three to five years to come (Boe et al., 1998; Garnes et al., 2002; Goodnough, 2003; Hammond, 2003). Suffice to say, the field of special education is facing a critical shortage of teachers. There are three general goals to be achieved. As a field, we have been challenged to find high quality potential special educators from a variety of backgrounds and experiences. We need special educators equipped with more effective teaching strategies for a very diverse student population. We are engaged in an international pursuit to retain and improve the teacher efficacy and quality in inclusive settings given a changing educational policy context.
Fallon, M. (2004), "11. PREPARING INCLUSIVE SPECIAL EDUCATORS: POLICY IMPLICATIONS FOR PARTNERSHIPS AMONG PUBLIC SCHOOLS, COLLEGES, AND UNIVERSITIES", Alexander, K. and Hunter, R. (Ed.) Administering Special Education: In Pursuit of Dignity and Autonomy (Advances in Educational Administration, Vol. 7), Emerald Group Publishing Limited, Bingley, pp. 239-248. https://doi.org/10.1016/S1479-3660(04)07011-8Download as .RIS
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