The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students with Disabilities

Autor/inn/en	Smith, Deborah Deutsch; Robb, Susan Mortorff; West, Jane; Tyler, Naomi Chowdhuri
Titel	The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students with Disabilities
Quelle	In: Teacher Education and Special Education, 33 (2010) 1, S.25-43 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406409358425
Schlagwörter	Federal Legislation; Disabilities; Special Education Teachers; Teacher Shortage; Government Role; Educational Policy; Teacher Supply and Demand; Educational Practices; Teacher Education Programs; Needs Assessment; Change Strategies; Instructional Leadership; Teacher Educators + Suchen Sie Ihr Suchwort? Bundesrecht; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrermangel; Politics of education; Bildungspolitik; Lehrerbedarf; Bildungspraxis; Bedarfsermittlung; Lösungsstrategie; Instruction; Leadership; Bildung; Erziehung; Führung; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	The roles and obligations of teacher educators have expanded substantially in recent years. Expectations have increased because of national concerns about the overall achievement results of all students and because of specific federal mandates--expressed in reauthorizations of the No Child Left Behind Act and the Individuals With Disabilities Education Improvement Act of 2004--about students with disabilities and their access to the general education curriculum and their increased, successful participation in inclusive educational settings. Complicated by the chronic and persistent shortage of special educators and the imperative that general educators have increased skills to address the needs of all struggling learners, demands on special education college and university faculty have magnified. However, the nation continues to face a shortage of faculty who can generate new knowledge about effective practices, translate such research findings into teacher preparation programs' curriculum, and prepare a sufficient supply of new and highly skilled teachers. In this article, the authors discuss the current policy landscape, connections between the shortage of teachers and the shortage of special education faculty, and the role of the federal government in addressing these shortages. They conclude with a call for national dialogue--necessary so that the continuing cycle of faculty shortages and resulting shortages of those who directly serve students with disabilities may finally be resolved. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10