2017 TASH Conference has ended

Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.

Friday, December 15 • 2:15pm - 3:05pm
Cancelled: Recruitment and Retention of Beginning Special Educators LIMITED

Sign up or log in to save this to your schedule and see who's attending!

Feedback form is now closed.
Limited Capacity seats available

Since the Individuals with Disabilities Educational Act of 2004, students with disabilities are entitled to a free and appropriate public education. According to Heward, Albert-Morgen, and Konrad (2017), one of the purposes of this legislation was to ensure that parents have the necessary tools/ components to provide equity and opportunity for their child's education. Personnel preparation or qualified teachers are critical components to a quality education. Yet the U.S. Department of Education Report on Teacher Shortages (2013) stated that since 1990, special education has been identified as a critical shortage area in many states (Williams & Dikes, 2014). This long-term problem will continue as teacher attrition and a lack of new teachers contribute to this shortage. According to the U.S. Department of Education, Office of Post -Secondary Education, students selecting teaching as a career have declined. Enrollment in teacher preparation programs has decreased 31 percent between AY 2009-10 and AY 2012-13 (2015). This shortage of special educators can result in the hiring of teachers who lack the qualifications to teach in the classroom and have to potential to effect a quality education for students with complex support needs. The purpose of this study was to determine the career goals of special education teachers prior to their entrance in to the field as well as the school variables that would influence their decision to accept and/or remain in a teaching position. Eighty-eight student teachers responded to an online survey. Results were analyzed descriptively. The majority of student teachers had a lifetime career goal to teach in special or general education; however 19% had planned to change fields or positions. The top five variables that would influence their decision to accept a position were: a principal who understands special education, tuition reimbursement to advance education, classroom materials and technology, valuable in-service training, and lastly, a yearly stipend. The top five variables that would influence their decision to remain in a teaching position were a: manageable caseload, principal who understands special education, mentor program, yearly stipend, and additional planning periods. The importance of a skilled principal is discussed.


Friday December 15, 2017 2:15pm - 3:05pm
L403 265 Peachtree Center Ave NE, Atlanta, GA 30303

Attendees (1)