Addressing the Special Education Teacher Shortage

Schools across the United States, including many districts in Connecticut, currently face a shortage of special education teachers. According to the U.S. Bureau of Labor Statistics (BLS), about 33,500 openings for special education teachers are projected each year, on average, through 2032. 

The need for special education teachers extends beyond the classroom. For example, the Master of Science in Special Education program through Eastern Connecticut State University (Eastern) is designed to help students prepare to take on roles in other related services. 

“Our program uniquely prepares students for special education through an interagency approach,” says Dr. Kwangwon Lee, an assistant professor of Early Childhood Special Education and Special Education at Eastern, as well as a co-coordinator of the master’s program.  

“We seek to prepare all students for not only working in classroom settings but also for working with related service providers (e.g., social workers, disability agencies) and families in community settings,” he says. “Special education is not limited to the school and classroom setting. We expect that students will gain a unique community-based experience from our program and will gain a new understanding of how to work with a variety of professionals to meet the needs of all children with disabilities and their families.” 

The Special Education Teacher Need in Connecticut 

Both state agencies and the news media have focused on the special education teacher shortage in Connecticut, as highlighted by the Connecticut State Department of Education.  

Special education teachers are one of a handful of teaching disciplines listed as a statewide shortage. The others include bilingual education, history, social studies, science and mathematics. 

In urban areas, such as Hartford, finding special education teachers has been especially difficult. According to a report from CT Insider, in the 2022-2023 academic year, the number of special education teachers employed in Hartford was significantly lower than in the preceding two years. Experts blame several factors for the shortage, partly on teachers retiring after the COVID-19 pandemic ended, as well as wealthier districts offering higher salaries and limiting the candidate pool for other districts. 

Why Special Education Teachers Are Important 

The U.S. Department of Education reports that in today’s schools, more than 60% of students with disabilities spend at least 80% of their day in general classes. “This wouldn’t be possible without special educators who help to customize curriculum that is accessible to all and ensure the individual needs of students with disabilities are met,” they wrote on Teacher Appreciation Day. 

Despite the importance of special education teachers, the Department of Education article stated that 45% of schools around the country report vacancies in special education roles. Also, 78% of them reported difficulty in hiring special education staff. They noted that shortages, which have always been an issue, worsened after the COVID-19 pandemic. 

Special education teachers bring a unique set of skills and goals to the teaching profession, such as: 

• Integrating different teaching methods to meet each student’s unique learning styles and needs.  
• Creating inclusive learning environments where students with disabilities can learn alongside their peers without disabilities.  
• Promoting diversity and fostering a sense of belonging for all students. 

Special education teachers often serve as advocates for their students. They work closely with parents, school administrators and other professionals to ensure that students with disabilities receive the appropriate accommodations and support services.

Eastern Working to Help Qualify Special Education Teachers 

With a monumental need for special education teachers, so too is a need for education that will adequately prepare teachers to fill these roles. To help address this shortage of special education teachers statewide and nationally, Eastern developed a master’s degree in special education.   

The online M.S. in Special Education provides students with the knowledge to implement best practices that can lead to better instruction for children and youth with disabilities. Students in the program can also expect to understand the issues and trends related to educating exceptional students and gain the skills to work proactively with students’ families and other special education personnel. 

Graduates of the program can position themselves for many career options. In addition to preparing students to be K-12 special educators, they can also work as intervention coordinators and interventionists. In these roles, they implement and coordinate intervention services, including academics, social-emotional development and behavior in a variety of settings such as schools, state agencies or non-profit organizations. They can also work in non-profit agencies that provide disability services such as vocational rehabilitation, transition services, and activities of daily living.  

Dr. Lee says one of the biggest benefits of the online program is interacting with his students and facilitating their peer-to-peer engagement. 

“I enjoy getting to know each of my students, who are almost all active teachers, and facilitating valuable dialogue between my students during synchronous meetings and group discussions,” he says. “I appreciate the knowledge and expertise that all my students can bring to the table and believe that together we can all learn and professionally develop.”