Critical Issues for the Preparation and Workforce Development of Racialized Special Educators

Abstract

Historically, students of color with disabilities have primarily been taught by White special education professionals (Boveda & McCray, 2021; Kozleski et al., 2014). Data suggest there is a wide gap between the overrepresentation of students of color in special education (National Center for Learning Disabilities, 2020) and the underrepresentation of special education teachers of color (SETOC; Kozleski & Proffitt, 2020). That is, students of color with disabilities can complete an entire public school career without seeing a SETOC. Research, however, demonstrates students of color benefit academically, socially, and emotionally from a more diverse teacher workforce (Redding, 2019). Thus, this special issue focuses on teacher preparation and workforce development issues pertinent to diversifying the special education teacher workforce.