Addressing the Shortage of Special Education Teachers of Color: Implications for Teacher Education Programs and K-12 Systems

Doreen N. Myrie (), Nicci T. Dowd and Michelle D. Latiker
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Doreen N. Myrie: Department of Special Education, Jackson State University, Jackson, MS 39217, USA
Nicci T. Dowd: School of Education, Marymount University, Arlington, VA 22207, USA
Michelle D. Latiker: Department of Special Education, Jackson State University, Jackson, MS 39217, USA

Social Sciences, 2024, vol. 13, issue 11, 1-16

Abstract: A critical shortage of special education teachers persists nationwide, challenging the realization of the Individuals with Disabilities Education Act (IDEA) mandate of providing Free and Appropriate Public Education (FAPE) for students with disabilities. Exacerbated by the COVID-19 pandemic, this shortage disproportionately affects teachers of color. Moreover, it extends beyond K-12 systems, impacting special education educator preparation programs, where faculties are often drawn from practicing teachers pursuing advanced degrees. This paper delineates the multifaceted implications of the shortage of special education teachers of color in both teacher education programs and K-12 systems. Emphasizing the indispensable role and specialized skill set of special educators, we offer strategies to mitigate this crisis, including improvements in preparation, recruitment, and retention efforts. Anticipating a diverse readership encompassing teacher education programs, K-12 administrators, teachers, and education policymakers, we aim to foster awareness, prompt dialog, and inspire actionable steps to address this pressing issue.

Keywords: special education; teacher shortage; teachers of color; faculty of color; teacher education; Recruitment; retention; IDEA; FAPE; K-12 systems (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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