Special Education

CEC Report Tracks ‘Crisis’ Conditions In Special Education

By Joetta L. Sack — October 25, 2000 3 min read
  • Save to favorites
  • Print

Special education teachers face tougher conditions now than ever before, leaving many struggling to do their jobs well, an extensive study by one of the field’s leading advocacy groups concludes.

For More Information

The study, “Bright Futures for Exceptional Learners: An Action Agenda to Achieve Quality Conditions for Teaching and Learning,” is available from CEC.

At the same time, general education teachers are not getting enough training to work with the students with disabilities who come into their classes through policies promoting such inclusion, according to the report, which was scheduled to be released this week by the Council for Exceptional Children. The Reston, Va.-based CEC is one of the largest groups representing special educators and parents of special education students.

The findings in the Oct. 23 report may not surprise special educators, many of whom have long complained of large caseloads, overwhelming paperwork, and other burdens. The report does, however, offer the CEC’s perspective on the pervasiveness of severe problems in educating students with disabilities.

It points out “a crisis,” because disabled students will not get an adequate education, according to the CEC, which has been studying its members’ working conditions for several years and advocating improvements.

“Perhaps the most telling message from the survey is that the roles for teachers who work with students with exceptionalities are changing, and little is being done systemically to address these changes. This is true for both general and special educators,” writes the report’s author, Mary Ruth Coleman, an associate professor of special education at the University of North Carolina at Chapel Hill.

Last year, the researchers sent 2,000 surveys to special education and general education teachers, special education administrators, principals, and parents. They received 586 responses, but because of omissions or other problems, deemed only 538 of the responses of use for their purposes. The CEC also compiled anecdotal evidence over several years from teachers attending their annual conferences.

Even as they reported on problems in their profession, however, most of the respondents said they were “satisfied” or “very satisfied” with their work in special education. Only 23 percent of special education teachers and 13 percent of special education administrators reported being “not satisfied.”

But the special education field in recent years has faced significant shortages and high turnover in personnel.

The report also includes teachers’ comments and anecdotes about the challenges they face. While large class sizes and caseloads were cited as a concern, the diversity of disabilities within one classroom was also considered an obstacle. Veteran teachers’ training and experience often are outdated for today’s classrooms, and new teachers also are not getting proper training, according to the study.

One special education teacher wrote: “My frustration is trying to be ‘all things to all people.’ I am supposed to keep perfect paperwork, collaborate with regular education teachers, train and grade peer tutors, keep in constant touch with parents, and still find time to teach my students!”

“If half of what they say is true, this is very alarming,” said Joseph Valenzano Jr., the president and chief executive officer of Exceptional Parent magazine, which reviewed the study.

Time Crunch

The report shows that time spent drafting and managing individualized education plans—the federally mandated plans that guide the day-to-day education of students with disabilities—affects not just special education teachers, but general education teachers and administrators as well. For instance:

  • About two-thirds of special education teachers, administrators, and principals spend between 10 percent and 30 percent of their time on paperwork related to students’ IEPs. Twelve percent of the special education teachers reported spending more than half their time on IEP paperwork.
  • In addition, about 75 percent of all the survey respondents reported spending 10 percent to 30 percent of their time in IEP team meetings.
  • Most of the teachers reported spending less than one hour a week of one-on-one time with individual special education students, and a third of the general education teachers reported never having individual time with the special education students in their classes.

Special education classes also often have inadequate facilities and classroom resources such as books, instructional materials, and equipment, the report says. And, the CEC says that 176 of the special education teachers surveyed estimated that their out-of-pocket expenses averaged $500 a year.

Related Tags:

Events

Jobs Virtual Career Fair for Teachers and K-12 Staff
Find teaching jobs and other jobs in K-12 education at the EdWeek Top School Jobs virtual career fair.
Ed-Tech Policy Webinar Artificial Intelligence in Practice: Building a Roadmap for AI Use in Schools
AI in education: game-changer or classroom chaos? Join our webinar & learn how to navigate this evolving tech responsibly.
Education Webinar Developing and Executing Impactful Research Campaigns to Fuel Your Ed Marketing Strategy 
Develop impactful research campaigns to fuel your marketing. Join the EdWeek Research Center for a webinar with actionable take-aways for companies who sell to K-12 districts.

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Special Education Video Inside an Inclusive Classroom: How Two Teachers Work Together
This model for inclusive education benefits students of all abilities, and the teachers instructing them.
1 min read
Special Education Using Technology for Students in Special Education: What the Feds Want Schools to Know
Assistive technology can improve outcomes for students in special education, according to the U.S. Department of Education.
4 min read
Black students using laptop in the lab with white female teacher- including a female student with special needs.
E+/Getty
Special Education Q&A Schools Should Boost Inclusion of Students With Disabilities, Special Olympics Leader Says
Schools have work to do to ensure students with intellectual and developmental disabilities feel a sense of belonging, Tim Shriver said.
6 min read
Special Olympics Chairman Timothy Shriver greets a child at one of the organization’s events.
Special Olympics Chairman Timothy Shriver greets a child at one of the organization’s events.
Courtesy of Special Olympics
Special Education Spotlight Spotlight on the Science of Reading for Students with Disabilities
This Spotlight will empower you with strategies to apply the science of reading to support students with learning differences and more.