Doctoral Preparation in Special Education: Current Status and Trends

Abstract

Doctoral degree training programs in institutions of higher education (IHEs) are the primary means used to prepare leaders in the field of special education. Shortages of doctoral level special educators persist, and there are little data and literature about doctoral programs and students. This study was designed to update the knowledge base on special education doctoral programs, student characteristics, and student financial status in IHEs that are members of the Higher Education Consortium in Special Education (HECSE). The results indicate that both the number of focus areas of doctoral studies (e.g., early childhood, severe/multiple disabilities, learning disabilities) and the sources of student support have increased over time, with the preponderance of student support provided by federal grants which are essential to the recruitment and support of doctoral students. The two findings suggest the need for a clearinghouse of information on doctoral programs and graduates to assist agencies trying to recruit people for leadership positions.