Market Demand for Special Education Faculty

Abstract

Since 1988, researchers have monitored the supply of and demand for special education (SE) faculty. The demand side of these studies was initiated by Sindelar and Taylor (1988), and the continued imbalance between the supply of new graduates and demand at the nation's SE teacher preparation programs is now well

Recruitment Practices for Special Education Faculty: Implications for Saudi Universities

“…It is not easy to select and employ successful educators and impactful researchers in academia; the recruitment of future faculty members is a challenge in all disciplines. In fact, a shortage of SPED faculty members has been reported in many countries (Montrosse & Young, 2012;Smith et al, 2010;West & Hardman, 2012). There is a growing demand for faculty members in SPED because of the need to replace retired faculty and due to the growing interest in the field in many developing countries (Ametepee & Anastasiou, 2015;Anastasiou & Keller, 2017).…”

Preparing Special Education Higher Education Faculty

“…As West and Hardman (2012) stated, "The 2001 study established an indisputable link between the shortage of special education faculty in universities and colleges and the pervasive shortage of special education teachers" (p. 155). Montrosse and Young (2012) suggested that "retirements across all special education programs (i.e., doctoral and teacher education combined) are predicted to increase by 21% per year between 2011 and 2017" (p. 149). Smith and Montrosse (2012) suggested that although the number of doctoral preparation programs graduating funded scholars increased between 2002 and 2012, the programs producing the graduates are projected to lose more than half of their faculty due to retirement in the next 5 years.…”

“…It is imperative that a sufficient supply of doctoral graduates be trained to replenish those faculty who are retiring (Smith et al, 2010). In addition, of the current graduates, only half enter academe (Smith montross, Robb Tyler and Young, 2011), calling into question the extent to which our current supply can meet the predicted demand (Montrosse & Young, 2012). Montrosse and Young (2012) suggested that "retirements across all special education programs (i.e., doctoral and teacher education combined) are predicted to increase by 21% per year between 2011 and 2017" (p. 149).…”

“…Smith and Montrosse (2012) suggested that although the number of doctoral preparation programs graduating funded scholars increased between 2002 and 2012, the programs producing the graduates are projected to lose more than half of their faculty due to retirement in the next 5 years. Montrosse and Young (2012) suggested that "retirements across all special education programs (i.e., doctoral and teacher education combined) are predicted to increase by 21% per year between 2011 and 2017" (p. 149). To fill this gap, special education doctoral programs will need to produce more than 6 times the number of current graduates a year.…”

“…To fill this gap, special education doctoral programs will need to produce more than 6 times the number of current graduates a year. In addition, of the current graduates, only half enter academe (Smith montross, Robb Tyler and Young, 2011), calling into question the extent to which our current supply can meet the predicted demand (Montrosse & Young, 2012). Over the past decade, the federal government has funded fewer doctoral training programs nationally, and if this trend continues and the capacity of doctoral programs shrinks in the number of graduates per program, the entire supply chain will be negatively affected.…”