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

Berry, Ann B.; Petrin, Robert A.; Gravelle, Maggie L.; Farmer, Thomas W.
December 2011
Rural Special Education Quarterly;Winter2011, Vol. 30 Issue 4, p3
Academic Journal
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.


Related Articles

  • A Model for an Online Program Preparing Rural Directors of Special Education and Pupil Services. Dempsey, Stephen D.; Stephens, J. Todd // Rural Special Education Quarterly;Winter2011, Vol. 30 Issue 4, p12 

    This articic describes a model in special education personnel preparation designed to respond to needs in rural areas for fully licensed Director of Special Education and Pupil Services administrators. The program utilizes a fully online course format and also requires participants to complete a...

  • Physical Education and Visual Impairment: Collaborative Communication for Effective Inclusion. van Munster, Mey; Weaver, Erin; Lieberman, Lauren; Arndt, Katrina // Journal of Visual Impairment & Blindness;May/Jun2015, Vol. 109 Issue 3, p231 

    The article discusses the development of 3 forms including Functional Vision Information for Physical Education Settings for physical education teachers, teachers of visually impaired students and orientation and mobility (O&M) to address the gap between physical education teachers' interest in...

  • Systematic Function-Based Intervention for Adolescents with Emotional and Behavioral Disorders in an Alternative Setting: Broadening the Context. Turton, Amina M.; Umbreit, John; Mathur, Sarup R. // Behavioral Disorders;Feb2011, Vol. 36 Issue 2, p117 

    Three adolescents (ages 14-17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured...

  • Addressing the Missing Instructional Data Problem. Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T. // Remedial & Special Education;Nov/Dec2015, Vol. 36 Issue 6, p361 

    Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This...

  • A Response to "New Direction for CCBD?" Colvin, Geoff // Behavioral Disorders;Nov2011, Vol. 37 Issue 1, p50 

    The article discusses the article "New Directions for CCBD? Three Studies Examining the Future of the Organization" by Alec Peck et al. In the article the author offers his opinions on several points which are raised in Peck et al.'s article, on the future of the Council for Children With...

  • Individualized Positive Behavior Support in School Settings: A Meta-Analysis. Goh, Ailsa E.; Bambara, Linda M. // Remedial & Special Education;Sep2012, Vol. 33 Issue 5, p271 

    This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the...

  • How to Spell Success for Secondary Students Labeled EBD: How Students Define Effective Teachers. Owens, Laura; Dieker, Lisa A. // Beyond Behavior;Winter2003, p19 

    Examines the question of what makes an effective teacher of students with emotional and behavioral disorders in the United States. Curriculum; Adoption of positive behaviors; Student-centered connections.

  • Using Antecedent Exercise to Decrease Challenging Behavior in Boys With Developmental Disabilities and an Emotional Disorder. Cannella-Malone, Helen I.; Tullis, Christopher A.; Kazee, Aline R. // Journal of Positive Behavior Interventions;Oct2011, Vol. 13 Issue 4, p230 

    Some individuals with developmental disabilities and emotional disorders may engage in challenging behavior that can result in the use of aversive procedures and/or seclusion from typically developing peers. They may also engage in low levels of physical activity. One way to decrease challenging...

  • Systematic Alignment of Dual Teacher Preparation. Anderson, Kelly; Smith, JaneDiane; Olsen, Jacob; Algozzine, Bob // Rural Special Education Quarterly;Spring2015, Vol. 34 Issue 1, p30 

    Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics