Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-30T23:10:12.609Z Has data issue: false hasContentIssue false
  • English
  • Français

What Do Employers Ask for in Advertisements for Special Education Positions?

Published online by Cambridge University Press:  15 April 2014

Jennifer Stephenson  and
Mark Carter
Jennifer Stephenson*
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Australia
Mark Carter
Affiliation:
Macquarie University Special Education Centre, Macquarie University, Australia
*
Correspondence: Jennifer Stephenson, Macquarie University Special Education Centre, Macquarie University, NSW 2109, Australia. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

Keywords

special education teachersqualificationsadvertisements
Type
Articles
Information
Australasian Journal of Special Education , Volume 38 , Issue 1 , July 2014 , pp. 51 - 62
Copyright
Copyright © The Authors 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, L.F., & Hendrickson, J.M. (2007). Early-career EBD teacher knowledge, ratings of competency importance, and observed use of instruction and management competencies. Education and Treatment of Children, 30, 43–65. doi:10.1353/etc.2007.0019CrossRefGoogle Scholar
Australian Bureau of Statistics (ABS). (2012). Schools, Australia, 2011 (cat. no. 4221.0). Retrieved from http://www.ausstats.abs.gov.au/Ausstats/subscriber.nsf/0/90051CE31F11385ECA2579F30011EF35/$File/42210_2011.pdfGoogle Scholar
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). National report on schooling in Australia 2009. Sydney: Author.Google Scholar
Australian Government Department of Education, Employment, and Workplace Relations (DEEWR). (n.d.). Teacher - Special education. Retrieved from http://www.jobguide.thegoodguides.com.au/occupation/Teacher-Special-EducationGoogle Scholar
Australian Government Department of Education, Employment, and Workplace Relations (DEEWR). (2012). Report on the review of Disability Standards for Education 2005. Canberra: Author.Google Scholar
Australian Institute for Teaching and School Leadership (AITSL). (2012a). Australian professional standards for teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/Google Scholar
Australian Institute for Teaching and School Leadership (AITSL). (2012b). Australian professional standards for principals. Retrieved from http://www.aitsl.edu.au/school-leaders/national-professional-standard-for-principals/national-professional-standard-for-principals.htmlGoogle Scholar
Australian Institute for Teaching and School Leadership (AITSL). (2012c). Accreditation of initial teacher education programs in Australia. Retrieved from http://www.aitsl.edu.au/verve/_resources/Accreditation-of-initial-teacher-education.pdfGoogle Scholar
Australian Special Education Principals’ Association (ASEPA). (n.d.). Position paper - teacher training. Retrieved from http://www.asepa.org.au/index.php?option=com_content&view=category&layout=blog&id=16&Itemid=129Google Scholar
Bell, S.M., Cihak, D.F., & Judge, S. (2010). A preliminary study: Do alternative certification route programs develop the necessary skills and knowledge in assistive technology. International Journal of Special Education, 25, 110–118.Google Scholar
Boe, E.E., & Cook, L.H. (2006). The chronic and increasing shortage of fully certified teachers in special and general education. Exceptional Children, 72, 443–460.Google Scholar
Boe, E.E., Shin, S., & Cook, L.H. (2007). Does teacher preparation matter for beginning teachers in either special or general education? Journal of Special Education, 41, 158–170. doi:10.1177/00224669070410030201Google Scholar
Cook, B.G., & Schirmer, B.R. (2003). What is special about special education? Overview and analysis. Journal of Special Education, 37, 200–205. doi:10.1177/00224669030370031001Google Scholar
Cook, B.G., Tankersley, M., Cook, L., & Landrum, T.J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44, 69–75. doi:10.1177/1053451208321452Google Scholar
Cook, B.G., Tankersley, M., & Harjusola-Webb, S. (2008). Evidence-based special education and professional wisdom: Putting it all together. Intervention in School and Clinic, 44, 105–111. doi:10.1177/1053451208321566CrossRefGoogle Scholar
Feng, L., & Sass, T.R. (2010). What makes special-education teachers special? Teacher training and achievement of students with disabilities. Washington, DC: Urban Institute.Google Scholar
Feng, L., & Sass, T.R. (2012). What makes special-education teachers special? Teacher training and achievement of students with disabilities. Atlanta, GA: Andrew Young School of Policy Studies, Georgia State University. Retrieved from http://aysps.gsu.edu/sites/default/files/documents/12-2-4_SassFeng-SpecialEdTeacherPrep.pdfGoogle Scholar
FileMaker Pro (Version 9.0v3) [Computer Software]. Santa Clare, CA. Filemaker Inc.Google Scholar
Forness, S.R., Kavale, K.A., Blum, I.M., & Lloyd, J.W. (1997). Mega-analysis of meta-analyses: What works in special education and related services. Teaching Exceptional Children, 29 (6), 4–9.Google Scholar
Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62, 52–66.Google Scholar
Goe, L. (2006). The teacher preparation ➔ teacher practices ➔ student outcomes relationship in special education: Missing links and next steps. A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.Google Scholar
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.Google Scholar
Grisham-Brown, J., Collins, B.C., & Baird, C.M. (2000, March). Training rural educators in Kentucky: Impact with follow-up data. Paper presented at the Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families, Alexandria, VA.Google Scholar
Kutash, K., Duchnowski, A.J., & Lynn, N. (2009). The use of evidence-based instructional strategies in special education settings in secondary schools: Development, implementation and outcomes. Teaching and Teacher Education, 25, 917–923. doi:10.1016/j.tate.2009.02.016Google Scholar
Mastropieri, M.A., Scruggs, T.E., & Mills, S. (2011). Special education teacher preparation. In Kauffman, J.M. & Hallahan, D.P. (Eds.), Handbook of special education (pp. 47–58). New York, NY: Routledge.Google Scholar
McLeskey, J., & Billingsley, B.S. (2008). How does the quality and stability of the teaching force influence the research-to-practice gap? A perspective on the teacher shortage in special education. Remedial and Special Education, 29, 293–305. doi:10.1177/0741932507312010CrossRefGoogle Scholar
Ministerial Council for Education, Early Childhood, Training and Youth Affairs. (2004). Demand and supply of primary and secondary school teachers in Australia (2004). Canberra, Australia: Author.Google Scholar
Nougaret, A.A., Scruggs, T.E., & Mastropieri, M.A. (2005). Does teacher education produce better special education teachers? Exceptional Children, 71, 217–229.Google Scholar
NSW Government Department of Education and Communities (NSW DEC). (n.d.). Professional learning and leadership development directorate. Retrieved from https://www.det.nsw.edu.au/proflearn/index.htmGoogle Scholar
Odom, S.L., Brantlinger, E., Gersten, R., Horner, R.H., Thompson, B., & Harris, K.R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.CrossRefGoogle Scholar
O’Neill, S., & Stephenson, J. (2009). Teacher involvement in the development of function-based behaviour intervention plans for students with challenging behaviour. Australasian Journal of Special Education, 33, 6–25. doi:10.1375/ajse.33.1.6Google Scholar
Owen, S., Kos, J., & McKenzie, P. (2008). Teacher workforce data and planning processes in Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations.Google Scholar
Principals’ Association for Specialist Schools (PASS). (n.d.). Results of the PASS 2010 qualifications survey showing comparisons with the 2006 survey. Melbourne, Australia: Author.Google Scholar
Sindelar, P.T., Brownell, M.T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33, 8–24. doi:10.1177/0888406409358593Google Scholar
Sindelar, P.T., Daunic, A., & Rennells, M.S. (2004). Comparisons of traditionally and alternatively trained teachers. Exceptionality, 12, 209–223. doi:10.1207/s15327035ex1204_3Google Scholar
Thomas, T. (2009). The age and qualifications of special education staff in Australia. Australasian Journal of Special Education, 33, 109–116. doi:10.1375/ajse.33.2.109Google Scholar
Westling, D.L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31, 48–63. doi:10.1177/0741932508327466Google Scholar