The purpose of this hermeneutic phenomenological study was to interpret the lived experiences of K-12 special education teachers (N = 16) from large, suburban districts in Illinois who have persisted in their positions beyond four years. Understanding factors that contribute to the longevity of special education teachers is not only vital for…

The purpose of this quantitative comparative study was to determine if and to what extent a statistically significant difference existed between traditionally certified special education teachers and alternatively certified special education teachers in the burnout scales of depersonalization, emotional exhaustion, personal accomplishment as well…

The persistent challenge of teacher attrition, particularly in special education positions, is examined within the context of the East Dillon School District in Dillon, IL. Despite efforts to recruit and retain special education teachers, vacancies remain unfilled, leading to a disruption to the educational experiences of students with…

This narrative study explored the holistic, interconnected challenges that impact special education practitioners in three cross-categorical (CC) special education junior high classrooms in rural Central Illinois. Participants included three junior high school special education teachers, three special education administrators, and three junior…

This mixed methods study addresses special education teachers' (SETs) knowledge and beliefs about specially designed instruction for reading, individualized education program (IEP) development, and aspects of future professional development opportunities that are supportive on these topics. Special education teachers are the primary authors of the…

The following resource is an impact story of how NCSI built the capacity of Illinois State Board of Education (ISBE) to design a state system of support to begin addressing the special education teacher shortage. The resource provides context for the intensive technical assistance focusing on improvement science, provides qualitative and…

Standards-based grading has been used in many Illinois public elementary schools for years, offering educators a different way of assessing and communicating to parents about their student achievement and performance on the grade level state standards. Educators faced many benefits and challenges using a standards-based grading system identified.…

This qualitative study explores the lack of understanding of teacher perceptions on classroom utilization of fidgets with students who have attention deficit hyperactivity disorder. Eight American special education middle school teachers from a midsized suburban public school district in Illinois were interviewed. Interview transcripts were…

Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special…

Despite growing research and the federal standard of providing students with education in the least restrictive environment, students with disabilities continue to be excluded inappropriately from the general education classroom. This quantitative study was designed to identify any relationship between collective teacher efficacy, teacher…

A disproportionate number of Black students with disabilities experience exclusionary discipline practices (e.g., suspensions and expulsions) in K-12 public schools. This disparity persists, regardless of the severity of identified problem behavior, the school's average socio-economic status, or the type of public school attended. Given that…

Research on stakeholders in mild traumatic brain injury (mTBI) management in the schools has shown that several school personnel (e.g., nurses, athletic trainers, principals, speech-language pathologists) all contribute unique knowledge to a school-based mTBI management team. Special educators (SPEs) may be another stakeholder group that could…

The role of technology in special education has increased over the last 20 years. Expedited by the introduction of Apple iPad and its implementation of touch-based input, the perception of technology has grown from a functional role for students with disabilities to a bridge in accessing general education curriculum. However, quality adoption of…

A web-based survey was disseminated to examine the relationship between high school special education teachers and direct-service transition professionals' understanding of stakeholders' roles in transition, frequency of communication with transition stakeholders, and level of collaboration among stakeholders. Path analyses were also conducted to…

Research makes clear that having effective and diverse teachers in every classroom matters while teacher turnover, unfilled positions, and underprepared teachers all have a negative impact on student outcomes. In addition, school leaders have a significant influence on a school's climate and culture, impacting teacher retention, student learning,…