Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program

Rural Special Education Quarterly, Spring 2007 by Jameson, J Matt, McDonnell, John

Abstract

Research indicates that there is a significant and chronic shortage of highly-qualified special education teachers nationally. Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities. This is especially true in rural and remote areas. The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area. However, this necessitates the development and delivery of comprehensive distance education programs. This article describes the evolution of the distance education programs in the Department of Special Education at the University and the current program in place to help alleviate the critical special education teaching shortage in rural and remote areas.

Research indicates that there is a significant and chronic shortage of high-qualified special education teachers nationally (McLeskey, Tyler, & Flippin, 2004; U. S. Department of Education, 2005). For example, after reviewing a number of national data bases, McLeskey et al. concluded that approximately 11% of the individuals filling special education teaching positions were not fully certified during 2000-2001. This occurred despite a significant increase in the number of teachers who were licensed to teach students with disabilities during the previous three year period. Further, the projections for the next 10 years suggest that naturally there will be a need for an additional 135,000 to 200,000 special education teachers (Bureau of Labor Statistics, 1999; Kozleski, Mainzer, Deschler, Coeman, Rodriguez-Walling, 2000).

A number of factors appear to contribute to this shortage including (1) difficulties in attracting students into special education preservice programs (Council for Exceptional Children, 2003; SPeNSE, 2002), (2) significant levels of attrition of special education teachers due to complex job demands and poor working conditions (Smith & Ingersol, 2004), (3) high numbers of special education teachers transferring into general education (McLeskey et al., 2004), and (4) the inability of Institutions of Higher Education (IHEs) to keep pace with the growing demand (Boe, Cook, Bobbit, & Terhanian, 1998). The result is that school districts must frequendy hire unlicensed or poorly trained individuals to serve students with disabilities. Obviously, this situation seriously jeopardizes the quality of education provided to students.

Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities (American Association for Employment in Education (AAEE), 2005; McLeskey et al., 2004). For example, the AAEE has reported a significant shortage of teachers for students with severe disabilities every year since 1998 and this area has been identified as one of the top three shortage areas every year for the last seven years (AAEE, 1999; 2000; 2001; 2002; 2003; 2004; 2005). The shortage of teachers in severe disabilities can be attributed to many of the same factors described above (Lane 8c Canosa, 1995; Lang 8c Fox, 2003). However, while many states have developed specific licensing requirements for teachers of students with disabilities (Brownell, Rosenberg, Sindelar, 8c Smith, 2004), the number of IHEs providing these programs has remained small because of the specialized skills required by these teachers and the high costs of operating a teacher licensure program for low-incidence populations (Eichinger 8c Downing, 2000; Ryndak 8c Kennedy, 2000).

Research over the last decade has highlighted the challenges that school districts in rural and remote communities have in hiring and retaining highly-qualified special education teachers especially in severe disabilities (Brownell, Bishop, &c Sindelar, 2005; Ludlow, Conner, 8c Schechter, 2005). The unique cultural, social, and economic characteristics of rural and remote communities often make it difficult for districts to attract teachers living in urban and suburban areas (Hammer, Hughes, McClure, Reeves, & Salgado, 2005; Rosenkoetter, Irwin, & Saceda, 2004; Sebastian & McDonnell, 1995). Even when districts are able to hire from outside the community, the rates of attrition are significantly higher for these teachers in comparison to national statistics (Williams, Martin, & Hess, 2002). Teachers of students with severe disabilities are more likely to leave rural communities because of a greater sense of isolation and the limited support available from colleagues and administrators (Westling 8c Whitten, 1996). This is not surprising given the fact that in many cases they may be the only teacher of students with severe disabilities in the district. Finally, the number of IHEs nationally that specifically prepare special educators to work in rural and remote communities is extremely small (Ludlow et al., 2005). The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area (Ludlow et al., 2005; Sebastian & McDonnell, 1995). However, this necessitates the development and delivery of comprehensive distance education programs (Hammer et al., 2005; Lemke, 1995; Ludlow et al., 2005; Sebastian & McDonnell, 1995).