Designing Effective Induction for Beginning Special Educators: Recommendations from a Review of the Literature

A methodical review of the literature revealed that, although similarities exist, the needs of beginning special educators differ significantly from those of the general population of beginning teachers in the following areas: procedural information, curriculum and instruction, classroom management, and collegial interactions. The article reminds the reader of the research base that defines effective induction and offers suggestions for applying information from the literature review to common components of induction programs. Support for beginning teachers will be most effective when the specific needs of special educators are incorporated into program designs.