Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Case Study of Factors that Influenced the Attrition or Retention of Two First-Year Special Education Teachers

  • Marquis C. Grant, Ed.D. (Author) Grand Canyon University image/svg+xml
    Dr. Marquis C. Grant has been an educator for the past 11 years, seven of those years spent as a special education teacher in inclusion. She is also an adjunct professor with Grand Canyon University. Dr. Grant earned a master’s degree in curriculum & instruction from the University of West Florida and a doctorate from Argosy University. As the parent of two boys with autism spectrum disorder, she has worked to bring awareness to children with ASD in school and in the community by presenting at conferences and writing for publication about issues ranging from school advocacy and using Positive Behavior Intervention Support (PBIS) to the perceived stress and coping of mothers of children with autism. She is also the founder of the non-profit organization My Life My Autism, dedicated to promoting awareness about autism through community outreach. Dr. Grant’s publications include: A Phenomenological Study of Culturally Responsiveness in Special Education (Journal of Research Initiatives, January 2016 Special Edition); Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review (Journal of American Academy of Special Education Professionals, winter 2016) How to Advocate for Your Child’s Free Appropriate Public Education (Autism Spectrum Quarterly); Are All Readers Created Equal (Reading Today); The Good, the Bad, the Ugly: Advocating for Children with Autism in School (NASET);The New Segregation: An Analysis of Current Contexts of Inclusive Education (ED546449); Empowering Parents in the Special Education Process (NASET). She has also presented at North Carolina A & T State University, NCARE North Carolina Council for Exceptional Children Annual Conference and the North Carolina Department of Public Instruction Exceptional Children Conference.
DOI
https://doi.org/10.64546/jaasep.327
Abstract
The issue of attrition and retention has been a chronic problem in the field of education for decades. School districts across the United States are experiencing shortages of qualified special education teachers largely due to high turnover rates, with many of these teachers electing not to return after their first year of teaching. In fact, roughly nine percent of special educators not return to the profession after their first year, citing themes such as lack of administrative support, excessive paperwork and burnout as primary factors that prompted their decision to leave. The purpose of this study was to identify problems faced by two novice special educators from their own perspective. Further analysis of the research data produced additional themes, including poor co-teaching relationships, the use of ineffective co-teaching models, student behavior, time management, paperwork, isolationism, time management, ambiguous special education practices and procedures.
Keywords
Beginning Teachers, Case Studies, Faculty Mobility, Individualized Education Programs, Interviews, Middle School Teachers
References

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There are 24 references in total.
How to Cite
Grant, M. C. (2017). A Case Study of Factors that Influenced the Attrition or Retention of Two First-Year Special Education Teachers. Journal of the American Academy of Special Education Professionals, 12(1), 77-84. https://doi.org/10.64546/jaasep.327

Winter 2017

Article Information

  • Article Type Articles
  • Submitted December 21, 2016
  • Published February 15, 2017
  • Issue Winter 2017
  • Section Articles
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