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The shortage of fully certified special education teachers, which has been described as severe, chronic, and pervasive, threatens the quality of educational services that students with disabilities receive. Over the last decade, researchers have investigated the magnitude of the special education teacher shortage problem and factors that contribute to the imbalance between supply and demand. This special issue includes research syntheses that critically evaluate the complex range of factors that contribute to teacher shortages in special education. These syntheses present a review of what is known about the supply and demand problem, provide a research base to help inform efforts to address the shortage problem, and suggest research questions needing study.
Billingsley et al. (Sat,) studied this question.