Averting Current and Future Special Education Faculty Shortages-Reference-Cited by-同舟云学术

Averting Current and Future Special Education Faculty Shortages

Published:2012-04-19 Issue:2 Volume:35 Page:154-160
ISSN:0888-4064
Container-title:Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
language:en
Short-container-title:Teacher Education and Special Education

Author:

West Jane E.¹,Hardman Michael L.²

Affiliation:

1. American Association of Colleges of Teacher Education, Washington, DC, USA

2. University of Utah, Salt Lake City, USA

Abstract

The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply–demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special Education Program’s leadership (doctoral) preparation initiative. To prevent diminished academic improvement for students with disabilities, recommendations are provided to strengthen the federal role as the nation moves forward to abate a pending special education faculty of unprecedented magnitude. A rationale and strategy for continued federal investment during challenging budget times are presented.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0888406412444456

Reference12 articles.

1. Campeau P. L., Appleby J. A., Stoddart S. C. (1987). Evaluation of discretionary programs under the Education for the Handicapped Act: Personnel preparation program. Final goal evaluation report and technical appendices. Contract No. 300-85C0143. Palo Alto, CA: American Institutes for Research.

2. Redesigning the preparation of all teachers within the framework of an integrated program model

3. Increasing the Number of Special Education Faculty: Policy Implications and Future Directions

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