What Supports or Inhibits Development of Inclusive Practices? Early Career Alternatively Certified Special Educators' Perspectives

• In Event: Teacher and Community Engagement to Enhance Access for All

Abstract

The U.S. has faced an on-going, nation-wide shortage of special educators (SE), compounded by high attrition rates, and decreasing enrolments in SE preparation programs. As a result, more districts rely on alternatively certified teachers to fill vacancies, with uneven results. At the same time, more students with disabilities are served in general education or inclusive classrooms, and as a result, more SEs are being expected to implement highly nuanced inclusive practices. This study examined early career SEs’ perceptions of supports and impediments to their effectiveness in inclusive classrooms. Findings revealed that the who, where, and what of their role could benefit or prevent their growth, depending on implementation. Recommendations for teacher preparation and support are provided.

Authors

• Nina F. Weisling, Carthage College

• Amy L-M Toson, Pewaukee School District