Alternative Route Programs Within Special Education Teacher Preparation: A Systematic Literature Review

Abstract

In the United States, there exists a chronic shortage of qualified special education teachers to provide instructional services to students with disabilities. One policy solution developed to increase the number of qualified teachers is “alternative routes,” which are broadly defined as nontraditional and accelerated preparation paths to obtain a teaching license. In this systematic literature review, the authors synthesize empirical studies from 2005 to 2021, examining factors associated with alternative route programs specific to special education. First, an economic framework for the special education workforce is established. This is followed by a descriptive summary of alternative route research nested within the broader teacher labor markets. Then, a systematic literature search on alternative routes for special education teachers is analyzed. The authors found that most studies examined the role of teacher preparation cost (e.g., cost-effectiveness, federal spending), human capital (e.g., recruitment of culturally diverse teachers, location-specific capital), and program design (e.g., collaboration between stakeholders, technology). Furthermore, studies largely investigated alternative route program characteristics affiliated with institutions of higher education. The majority of researchers employed quantitative methods to analyze secondary state or survey data, while two studies used qualitative methods, and two utilized mixed methods. Implications for future research and policy recommendations needed within the recruitment and preparation of special education teachers are discussed.