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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Doreen N. Myrie & Nicci T. Dowd & Michelle D. Latiker, 2024. "Addressing the Shortage of Special Education Teachers of Color: Implications for Teacher Education Programs and K-12 Systems," Social Sciences, MDPI, vol. 13(11), pages 1-16, November.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:11:p:622-:d:1522410
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