Misplacement In Special Education

As the nation sees an increase in the number of children being diagnosed with some form of special needs, there is an increased need for properly trained special-education teachers. They, however, have become difficult to find. The education field has begun to see a drastic shortage in special-education teachers, resulting in positions being filled by those with less than ideal qualifications. This puts the most vulnerable students at risk of not receiving the help and sometimes extensive assistance they need in order to learn and grow in their education. From fast-track certification to seemingly random classroom placement, teachers are feeling less than prepared to take on the difficult task of running a special-education classroom. Teachers

In a seemingly desperate attempt to fill the growing number of open positions in the field, schools are hiring and placing people who lack even the basic licensure. Ross Brenneman, writer for Education Week, found that, “[some districts have experimented with changing licensure rules,” and continued on to tell about a district in Kansas that allows for unlicensed teachers to work throughout their schools (Brenneman 6). While the issue of misplacement and lack of licensure is not exclusive to special-education classrooms, it is here that the misplacement can have the most detrimental effect. Some argue that this is happening as a process in programs designed to provide these teachers with the necessary certification. However, Diane Rado from the Chicago Tribune, points out that it is often years before proper certification is ever acquired. This was the case in a Chicago area school district, where a teacher certified in history and social sciences was placed in a special-education classroom long before he had received proper credentials (Rado par. 4). While it is understandable that schools wish to fill the open positions as quickly as possible, they are going about it in a way that may easily become harmful the nations most vulnerable

This, however, cannot be achieved if those entrusted with this task do not have the training necessary to know how to go about it. The Washington Post has found that, “5.8 million students aged 6 to 21 receive special-education services” (Special-Education par. 11). Meaning, 5.8 million students require some extent of extra help when it comes to their education. This can include disabilities surrounding the most basic of life tasks, such as communicating, to less severe challenges, like struggling to read, a special-education classroom can see it all. Yet, all to often these classrooms are filled with teachers who either are not certified at all, or just do not feel that they are prepared to contend with some of the disabilities presented. Schools are allowing the most vulnerable students with the most needs to be taught by teachers who have not acquired the skills necessary to provide them with the help they need. Perhaps going forward, it would behoove the nation to hold schools accountable for the teachers hired, but also stand behind the importance of special-education teachers. When students are inspired to enter the field, school districts will begin to see an influx of qualified special-education teachers who are prepared to enter the classroom with the confidence necessary for