Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers

Abstract

This study sought to obtain a current picture of special education teacher recruitment and retention in rural districts and to understand the professional development needs of rural special educators. Surveys, administered through telephone interviews with a national sample of special education administrators and teachers, confirmed the difficulties in hiring appropriately qualified teachers. Additional demands of the position may place teachers at risk for attrition. The authors identified important areas of professional development to support rural teachers in their positions: (a) working with paraprofessionals and parents, (b) low-incidence disabilities, (c) emotional and behavior disorders, (d) classroom management, (e) skills in collaboration and inclusive practices, and (f) curriculum content.

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

“…The finding adds to the literature indicating that quality professional development is especially vital to improving learning outcomes for SWLDs (Browder et al, 2012;Harris et al, 2015). One key component of the face-to-face professional development in this study is instruction on technology integration, which is particularly beneficial for SWLDs' learning (Berry et al, 2011;Parette et al, 2013;Penuel et al, 2012).…”

“…Teachers can see how to support struggling students by focusing instruction, segmenting new concepts, using practice exercises, and minimizing redundancy. The professional development also informs teachers about how to use technology effectively with SWLDs, and how the SOAR Student Toolkit facilitates learning for SWLDs in general as well as for students with specific learning disabilities-topics that align with well-designed professional development practices for educators of SWLDs (Berry et al, 2011). Finally, teachers review a checklist of key principles for reducing cognitive load.…”

“…For teachers to make the most of technology for learning, they require professional development that increases knowledge and confidence with using technology, includes insights into how students can assist teachers with using technology, incorporates practice with the technology tools, and offers guidance for creating or joining learning communities (Ertmer et al, 2012) Well-designed professional development is especially important for enhancing learning for SWLDs (Browder et al, 2012;Harris et al, 2015;Wasik & Hindman, 2011). Studies show that professional development for special education is most helpful when it goes beyond curriculum content and also offers teachers information about technology, an understanding of specific disabilities, and knowledge about special education (Berry et al, 2011). Researchers have found that challenges and opportunities exist within the context of literacy learning for SWLDs and highlight the need for professional development to help teachers acquire new technical skills associated with the Common Core State Standards for English Language Arts and needs of their students (Bulgren et al, 2013).…”

Consultation in Special Needs Education in Rural Schools in Sweden– An Act of Collaboration between Educators

“…The lack of regular special educational expertise and specific resources was a concern, which has been reported in earlier studies (Pettersson et al, 2016;Tuters, 2015). Consultation provided by a special educator can mitigate the negative consequences that the lack of expertise in special education can cause (Berry et al, 2011;Pettersson et al, 2016). However, the schools need to find solutions to bridge the distance between the rural schools and the special education expertise based in municipality centers.…”

“…The challenges rural schools face are related to personnel, competence, population structure, and organizational factors. Schools in remote areas in particular face difficulties attracting and retaining qualified teachers and specialist teachers, for example, special education teachers (Berry, Petrin, Gravelle, & Farmer, 2011;Pettersson, Ström, & Johansen, 2016). Furthermore, many rural schools constantly live under the threat of closure (Autti & Hyry-Beihammer, 2014;Cedering, 2016;Egelund & Laustsen, 2006;Karlberg-Granlund, 2011;Pettersson et al, 2016;Solstad, 2009).…”