A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and…

Research on teacher retention and attrition suggests that it may be particularly difficult to fill special education positions in rural, economically disadvantaged, high-minority, and urban U.S. schools. Although teacher retention and attrition have received considerable attention in the literature, less is known about the reasons special…

We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these…

Background: Although there is research-based evidence on the educational potential of information and communication technologies as teaching and learning resources for schools, studies focused on the real benefits and risks associated with online activities of students with intellectual disabilities are still scarce. The purpose of this study was…

The 2022 Special Educational Needs and Disability (SEND) Review in England has proposed changes to the way in which SENCos are trained before working in English schools. Although the DfE collects data relating to the demographics of all teachers, the 2022 SEND Review Green Paper does not draw on this to support or inform the changes being…

Special education teachers' (SETs) views on their agency in teacher collaboration were analysed using Cultural-Historical Activity Theory (CHAT). Finnish SETs (N = 238) answered open-ended survey questions concerning successful and unsuccessful collaboration with the classroom teachers in a tiered support framework. The findings revealed that the…

Special education teacher (SET) burnout is a significant concern, especially for SETs serving students with emotional-behavioral disorders (EBD), as they tend to experience higher burnout than other teachers. Working conditions, especially social support, have the potential to ameliorate burnout, but prior research has not articulated the sources…

This pilot study examined the self-reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co-teaching with a special educator or general educators with more…

Some students with visual impairments have not learned to read print or braille due to a variety of factors. The inability to read proficiently affects all areas of a person's life. Thus, it is essential that teachers of students with visual impairments (hereafter called "teachers") are systematic and use research-based practices in…

Increasing the post-secondary readiness of students is a critical focus for districts nationwide. Many schools offer college, career, and military readiness counseling (CCMR) for general education students; however, little attention to no attention is paid to the post-secondary needs of students in special education programming. Federal…

Parental involvement, as well as parent and teacher relations, have been considered as a significant factor that affects children's schooling. Still, in order to foster inclusion, parent-teacher relations need further investigation. This study explores parent and teacher perceptions of parental involvement in the education of students with…

The critical nationwide teacher shortage (Billingsley et al., 2019), puts increasing pressure on educator preparation programs to train candidates in less time. Special education personnel are more likely to leave the field when they feel inadequately prepared for service (Mason-Williams et al., 2020), and are less likely to leave the field when…

This mixed methods program evaluation examined teacher and administrator perceptions regarding fidelity of implementation of components of the teacher evaluation program with middle school special education teachers. These components include pre-conferences, observations, and post-conferences; summary evaluations; and professional development…

Adolescents with autism spectrum disorder (ASD) often struggle with comorbid disorders like anxiety. However, special education teachers may lack the training to implement specific interventions in the classroom setting for adolescents with ASD and anxiety. This qualitative action research study was conducted to examine how special education…

Beginning special education teachers often leave the field within the first 3-5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived…