Disparities in Access to Well-Qualified, Well-Supported Special Educators across Higher- versus Lower-Poverty Schools over Time

Autor/inn/en	Bettini, Elizabeth; Nguyen, Tuan D.; Gilmour, Allison F.; Redding, Christopher
Titel	Disparities in Access to Well-Qualified, Well-Supported Special Educators across Higher- versus Lower-Poverty Schools over Time
Quelle	In: Exceptional Children, 88 (2022) 3, S.283-301 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029211024137
Schlagwörter	Educational Quality; Teacher Competencies; Special Education Teachers; Poverty; Socioeconomic Status; Educational Resources; Teacher Certification; Students with Disabilities; Self Contained Classrooms; Teacher Collaboration; Elementary Secondary Education; Institutional Characteristics; Equal Education; Racial Bias; Ethnicity; Minority Group Students; Schools and Staffing Survey (NCES); National Teacher and Principal Survey (NCES) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lehrkunst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Armut; Socio-economic status; Sozioökonomischer Status; Bildungsmittel; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerkooperation; Racial discrimination; Rassismus; Ethnizität
Abstract	Scholars have documented long-standing disparities in access to well-qualified, well-supported teachers, including disparities in access to special education teachers (SETs), based on student socioeconomic status. In response, policy initiatives have aimed to incentivize teaching in higher-poverty schools. Thus, we examined changes over time in disparities between SETs' demands and resources (including internal resources, such as qualifications, and school-based resources, such as adequate materials), using multiple waves of the nationally representative Schools and Staffing Survey. We found that, by one metric, disparities in certification have closed since 2000. However, SETs in higher poverty schools are significantly more likely to work in self-contained settings than those in lower-poverty schools, and disparities in school-based resources continue to be significant, such that SETs in higher-poverty schools were significantly more likely to teach in self-contained classes, rated teacher cooperation significantly lower, and reported having significantly weaker access to material resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01