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Research indicates a national shortage of special education teachers in schools across America. The long-standing challenge in the area of special education teacher retention and attrition continues to be a serious threat to our educational system. Researchers and policy makers have expressed concern over the shortage of special education teachers. This shortage has been chronic since the late 1980s and has continued to increase. Incentives have been offered to retain special educators, but many of these offers have been unsuccessful. This study attempted to determine factors that contribute to a special education teacher's decition to exit the classroom within the Region 1 area of Kansas during the 2004-05 and 2005-06 school years. The study additionally sought to compare the ratings of the factor importance of the decision to leave the classroom among the five teaching groups clustered by years of experience (0-5, 6-10, 11-15, 16-20, and 20 plus). Region 1 consisted of nine school districts in northeastern Kansas, near the Kansas City metropolitan area. A survey was mailed to 227 Region 1 special education teachers who had left their teaching assignments during the 2004-05 and 2005-06 school years. The respondents were asked to complete a survey that offered fifteen potential factors contributing to their exit from the classroom. One hundred surveys were returned. The results of this study indicated that paperwork and administrative support were two statistically significant factors that contributed to a special education teacher's decision to leave the classroom. Another factor, parental demands, did not show a significant difference from the one-sample t test, although it can be stated as a strong factor contributing to the decision to leave the classroom. The study also indicated that the factor "lack of certification requirements" was found to have a significant difference among the mean ratings of the experienced teaching groups, with two marginally significant differences between special education teachers with 0-5 years of experience and those with 11-15 years of experience.
Teacher attrition is a significant contributor to the teacher shortages, with preretirement attrition accounting for two thirds of all attrition. Special education teachers leave teaching at significantly higher rates than their general education peers. In addition, there is a greater demand for special education teachers due to the increase in public school students requiring special education services. As a result, many K–12 administrators and other educational leaders often fill vacant positions with unqualified or new teachers with less experience than their predecessors. Special education teachers have reported that teachers who remained in their positions reported high levels of administrative support. The purpose of this qualitative descriptive study was to investigate factors and supports that influenced special education teacher attrition as perceived by incumbent K–12 campus administrators from a large urban public school district within a Southwestern U.S. state. The intent of the research was to add value to the current literature and assist in creating/adopting policies or procedures that may influence the retention of special education teachers and lower the rate of teacher shortages. The research efforts were focused on gathering data from a population that consisted of current K–12 campus administrators currently employed at a public school with varying degrees of experience to gain perceptions on factors that contributed to special education teacher attrition. Using the path goal theory of leadership to develop interview questions, the researcher interviewed 11 current K–12 public school campus administrators using synchronous semistructured interview techniques via the Zoom digital platform. The sample was determined by purposeful sampling. The study revealed that K–12 administrators believed that their leadership behavior affected special education teacher’s decisions to remain in the profession. However, K-12 administrators believed district leadership behaviors were what influenced special education teachers to leave their positions.
A disproportionate number of students from low socio-economic statuses (SES) are enrolled in special education as students with specific learning disabilities (SLD). Despite resources provided through special education, only a small percentage of students are exited before secondary school. This instrumental case study investigated the variables preventing impoverished, transition-aged students from leaving special education. This study sought to understand why low SES students identified with SLDs in reading before middle school, are unable to exit special education by transition-age through the exploration of SES, SLD criteria, and school characteristics. The sample population included special education students with Individualized Education Programs (IEP) that were enrolled in eighth-grade, itinerant and supplemental classes. This population also included general and special education teachers that teach reading/English Language Arts classes. The research questions were generated to examine the following: (1) Do special education programs/services address the negative effects of SES for transition aged students with SLDs? (2) Do special education programs/services impact the reading skills of impoverished transition aged students with SLD in reading? (3) What are teachers' perceptions of the classroom factors that impact impoverished, transition-aged students with SLD in reading from exiting special education programs/services? Analysis of archival documents studied included qualitative and quantitative data found in evaluation reports, IEPs, progress monitoring reports, websites, and report cards. Teacher surveys and a focus group included the collection of qualitative and quantitative data from closed-ended and open-ended questions. The results identified factors contributing to academic achievement and failure for low SES, transition-aged, special education students. Keywords: Special education, specific learning disabilities, socioeconomic status, transition, Individualized Education Plans, reading skills
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