Specail Education and Inclusion One Term Paper

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The compounded pressures unique to inexperienced special educators have also been noted by Rosenberg, O'Shea, and O'Shea (1998). (Stempien & Loeb, 2002, p. 258)

Many experts feel that the issue of attrition is probably the number one reason why there is a teaching shortage at all and that creating systems that are inclusive of special training, growing professional development continued education programming as well as empowering teachers to be influential in their environment would likely greatly help the circumstances.

The retention of public school teachers has been an issue of continuing concern in education. Some studies reveal that bright college graduates are less likely to enter the teaching profession, and that even if they do, they leave in a short period of time (Murnane, Singer, Willett, Kemple, & Olsen, 1991; Schlechty & Vance, 1981). This phenomenon causes concerns about the quality of the teaching force. In addition to the issue of quality, high rates of teacher attrition disrupt program continuity and planning, hinder student learning, and increase school districts' expenditures on recruiting and hiring (Shen, 1997, p. 81)

The "reality shock" that is the unwelcoming feeling for new teachers needs to be curbed by preparedness training, especially in special education, as diversity will continue to guide the student population and teachers need to understand the reality before they arrive to take over the situation.

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"Teachers just entering the classroom experience 'classroom or reality shock' and often mistake the uneasiness they feel as an indication that they have made a mistake in their choice of profession." (Inman & Marlow, 2004, p. 605) leading researcher and writer on the condition of teacher retention in the U.S. points out that special education is one of the areas with the largest problems associated with retention. "Turnover is particularly pronounced in certain teaching fields, such as special education, mathematics, and science (Ingersoll, 2000)." (Voke, 2002, p. 2) the reason for attrition is clear, we as an education community are offering to little to special education teachers, to prepare them for the realities of the classroom diversity. Special education teachers must walk into the resource room feeling prepared and engaged to problem solve with best practices, rather than feeling isolated and overwhelmed by the situation they face......

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