Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers-Reference-Cited by-同舟云学术

Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers

Published:2023-02-09 Issue:0 Volume:0 Page:
ISSN:2194-654X
Container-title:Multicultural Learning and Teaching
language:en
Short-container-title:

Author:

Cormier Christopher J.¹^ORCID,Scott LaRon A.²^ORCID,Cornelius Kyena E.³^ORCID,Rosenberg Michael S.⁴

Affiliation:

1. Loyola Marymount University , Los Angeles , CA , USA

2. University of Virginia , Charlottesville , VA , USA

3. Minnesota State University, Mankato , Mankato , MN , USA

4. State University of New York at New Paltz , New Paltz , NY , USA

Abstract

Abstract Attracting, supporting, and retaining special education teachers of color (SETOCs) is critical in shaping a diverse special education teacher workforce in the United States. However, efforts to diversify this workforce are fraught with challenges at the federal, state, and local levels. This paper reviews what is currently known about efforts to attract, support, and retain SETOCs, and provides guidance for policy makers and researchers regarding what still needs to be done to realize a more diverse special education teacher workforce in the US. Four critical domains serve as the foundation for our guiding considerations: funding priorities, strategies to attract SETOCs, the role of educator preparation programs, and strategies to retain SETOCs.

Publisher

Walter de Gruyter GmbH

Subject

Industrial and Manufacturing Engineering,Metals and Alloys,Strategy and Management,Mechanical Engineering

Link

https://www.degruyter.com/document/doi/10.1515/mlt-2022-0007/pdf

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