Preparing the Next Generation of Higher Education Faculty in Special Education

There is a shortage in the number of funded doctoral programs in the field of special education. As a result the number of higher education faculty who are trained in the knowledge and skills necessary to train the next generation of special education teachers is critically low. This article describes a doctoral program funded by the Office of Special Education that is currently in its third of four years. Several key goals of the program address the skills needed by the next generation of special education higher education teacher educators. The goals cover teacher preparation, professional development, and academic research. The objectives of each goal concentrate on the relationships between research and practice related to the development of teacher educators within the special education field. The program of study including the coursework and internships is detailed as it was developed to build the competencies needed by the doctoral students

Variability in Demand for Special Education Teachers: Indicators, Explanations, and Impacts

After decades of growth, the number of special education teachers (SETs) has begun to decline. In 2009, U.S. schools employed 13% fewer SETs than in 2006. The number of annual new hires of SETs also dropped dramatically in some states. The onset of these declines predated the economic downturn of 2008 and resulted in part from a steady decline since 2005 in the number of students with disabilities (SWD) served. We consider factors that may be contributing to declining demand for SETs, among them the number of SWD, service delivery, the economic downturn, and present supporting evidence. We also consider the potential impact of reduced demand on SET supply, teacher education, equitable distribution of teachers, and, most importantly, outcomes for SWD. We call for vigilance and monitoring of SET employment data to assure that all students receive the appropriate education to which they are entitled