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How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? A Perspective on the Teacher Shortage in Special Education

¹ University of Florida
² Virginia Polytechic Institute and State University

^* To whom correspondence should be addressed. E-mail: mcleskey{at}coe.ufl.edu.

	Abstract

Although effective practices have been developed to address the needs of a wide range of students with disabilities, evidence suggests a limited use of these practices. Potential contributors to the research-to-practice gap focus on problems with pre-service teacher preparation, professional development, and the nature of research. The authors present evidence that the lack of well-qualified special education teachers, the instability of special education teachers in teaching positions (i.e., attrition and migration), and inadequate work conditions contribute to the research-to-practice gap. They also address the need for comprehensive, coordinated, and sustained efforts to reduce the teacher shortage and improve the likelihood that special educators have the work conditions needed to use effective practices.

First published on April 7, 2008, doi:10.1177/0741932507312010

Remedial and Special Education 2008;29:293.

A more recent version of this article appeared on September 1, 2008


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