Abstract
The field of special education has been consistently plagued with serious personnel shortages, high rates of teacher attrition, criticisms of inadequate teacher preparation, and questionable student outcomes. The recent focus on increased standards and improved student outcomes adds complexity to this situation. Of paramount concern are the need to address shortfalls in teacher preparation and the growing gap between that preparation and the changing world of practice. This study surveyed 191 high school learning disabilities teachers regarding these issues. Their responses lead to recommendations for the reform of special education teacher preparation. Results indicated that many teachers did not perceive they were well prepared for their positions and urged more training in areas such as curriculum and pedagogy, paperwork and legal issues, and student issues.
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