Abstract
The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply–demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special Education Program’s leadership (doctoral) preparation initiative. To prevent diminished academic improvement for students with disabilities, recommendations are provided to strengthen the federal role as the nation moves forward to abate a pending special education faculty of unprecedented magnitude. A rationale and strategy for continued federal investment during challenging budget times are presented.
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Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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