Addressing The Issue:

Retaining Qualified Special Education

Educators
Introduction
Literature Review Research Data
There is an ongoing issue with retaining
Garwood, Werts, Varghese, & Gosey (2018). qualified special education teachers and
• Special education teachers are not fully maintaining special education teachers in Who Districts Are Hiring
prepared to meet student needs. special education. Special education
• Teachers are hired without the proper teachers are facing higher burnout rates More than half of new
credentials and lack experience than general education teachers (Fore, hires are underprepared
• Unprepared teachers struggle to Martin, & Bender, 2012) and are leaving 14%
understand student needs causing them to No underprepared hires
the field at higher rates than other 41%
leave at a higher rates than prepared 18%
teachers. Special education teachers play
teachers. 26-50% of new hires
Fore, Martin, & Bender, (2002). an important role with students with are underprepared
27%
• Challenging behaviors and meeting student disabilities and require supports and 25% of new hires are
needs, can take a negative role mentally and resources to maintain their commitment underprepared
physically on special education teachers to special education.
• Special education teachers feel
“unsupported, unprepared, overwhelmed
by student needs and job responsibilities, Action Plan Why Special Education Teachers Leave
and feelings of disempowerment”
•Better perpetration programs for new 55%
Hire teachers
qualified •Appropriate credentials 43%
teachers
31% 31%
• Increase training opportunities
• Trainings on relevant material 18%
Training

• Increase collaboration with other

teachers
Support • Clear expectations and supports