What Does “Highly Qualified” Mean for Urban Special Educators?

Abstract

In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act. Findings reveal several implications for educational policy and areas of future research in teacher quality and workplace conditions for urban special educators.