Who's Teaching Students with Disabilities?

Boyer, Lynn; Mainzer, Richard W.

doi:10.1177/004005990303500601

Cited by 22 publications

(8 citation statements)

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“…This statistic is comparable to the overall distribution of the special education workforce, which is 84.9% female and 15.1% male (Boyer & Mainzer, 2003). The sample was 82.4% female and 17.6% male.…”

Section: Demographicssupporting

confidence: 62%

Roles and Responsibilities of Secondary Special Education Teachers in an Age of Reform

Wasburn-Moses

2005

Remedial and Special Education

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Special education teachers in today's workplace must show “competence at teaching everything” (Mastropieri, 2001). They work in different settings, teaching and adapting content across all levels. Added to this complexity are reform efforts that are driving major changes in the entire special education system, including service delivery models and teacher roles. However, without an understanding of teachers' current roles and responsibilities, we cannot know if such recommendations are feasible or how they would change the world of practice. This study surveyed high school special education teachers to investigate their daily work lives. In general, participants taught courses in several different content areas, primarily in self-contained settings. They also held numerous nonteaching roles. All roles and responsibilities were independent of the number of years taught and of teachers' educational backgrounds. Implications for transforming teachers' work lives in an effort to increase student outcomes are discussed.

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Section: Demographicssupporting

confidence: 62%

Roles and Responsibilities of Secondary Special Education Teachers in an Age of Reform

Wasburn-Moses

2005

Remedial and Special Education

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“…The shortage of special education teachers has increased at an alarming rate over the past several decades (U.S. Department of Education, 2004). Boyer and Mainzer (2003) reported that between the years 1990 and 2000, the number of students receiving special education services increased by 30%, but the number of special education teachers increased by only 10%. Rural communities have been differentially impacted by these teacher shortages.…”

mentioning

confidence: 99%

An Evaluation of the Differences between Big City and Small Town Special Education Services for Students with Low Incidence Disabilities in Kentucky

Pennington

Horn

Berrong

2009

Rural Special Education Quarterly

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Researchers have suggested that educational programming for students with low incidence disabilities in rural settings may be limited. In the current study, researchers surveyed special education teachers across Kentucky and collected demographic data on two exemplar districts. Results indicated that differences existed between urban and rural districts on several variables but that some rural communities in Kentucky were able to overcome barriers to the provision of educational programming for students with low incidence disabilities prevalent in other parts of rural America.

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“…There is evidence that one of the main reasons for the low achievement of students with disabilities on grade-normed high-stakes tests is that their defining characteristics as a subgroup involve limitations on the ability to learn (Eckes & Swando, 2009). In fact, the requirement by NCLB that all students be successful on the same test runs counter to IDEA's demand that what students are expected to achieve be individualized on the basis of their particular needs (Albritten, Mainzer, & Ziegler, 2004). Similarly, ELLs receive significantly lower scores than do their non-ELL peers (Abedi, 2009;Menken, 2008;Wright, 2006).…”

Section: High-stakes Standardized Testing and "Non-mentioning

confidence: 99%

Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning

Martin

2016

Teachers College Record: The Voice of Scholarship in Education

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The article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught. The study examines various sources of data, including the school's evolving language, literacy, and math programs, high-stakes test results, school improvement plans, and written IEP goals. Over several years, as low test scores and failure to make AYP had an increasing impact on school life, skills specifically targeted on annual state tests became the guide for how math and literacy and language development were addressed. In effect, instruction in these areas became equated with test preparation. As ranges in proficiency led to ability grouping in pertinent courses, there was a narrowing of skills addressed in the lower-level classes that were entirely populated by students categorized as limited-English proficient and/or having a disability. In effect, this turned test preparation into the math and literacy curricula for these students, which in turn affected decisions regarding which skills would be addressed in students’ IEPs. Implications for schools, policy, and further research are suggested.

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Who's Teaching Students with Disabilities?

Cited by 22 publications

References 0 publications

Roles and Responsibilities of Secondary Special Education Teachers in an Age of Reform

Roles and Responsibilities of Secondary Special Education Teachers in an Age of Reform

An Evaluation of the Differences between Big City and Small Town Special Education Services for Students with Low Incidence Disabilities in Kentucky

Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning

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