Inequitable Access to Professional Development Opportunities for Teachers of Students with Disabilities

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Empowering In-Service Teachers Through Professional Development

Abstract

This integrative literature review examines how inequitable access to professional development (PD) affects instructional quality for students with disabilities, particularly in urban public schools. Analyzing research published from 2017 to 2024, the review identifies four central themes: barriers to access, content gaps, pandemic-related disruptions, and the need for structural reform. Findings suggest that reimagining PD systems requires intentional, systemic change. This study positions PD as an essential educational infrastructure and offers actionable recommendations for designing inclusive, equity-driven professional learning models that better support both special educators and the students they serve.

Authors

• Wynta Korin Nivens, Brooklyn College

• Fritzy Sannon-Brown, Brooklyn College