Imagine that you were reading your local newspaper and stumbled across this wanted ad:.
"Wanted, college-level individual, who is willing to put in outrageously long hours without compensation, who can work under extreme stress, who can work with unappreciative supervisors and cliental (many of whom prefer to be uninvolved), one who doesn't mind not having adequate resources and support services, one whom agrees to unspecified responsibilities, and one whom will be held accountable for unsatisfied, unappreciative, and uninvolved cliental. Candidates for this position must be willing to accept inadequate wages and expect not to be able to double there income in their lifetime.".
The hypothetical ad above represents the present working conditions of many special education teachers. While many areas in education are experiencing teacher shortages the retention of special education teachers in particular is a major concern in many schools across the country. If special education is to be successful and meet the needs of the students, then a higher focus must be placed on this situation. It has long been studied as to why teachers leave the field of special education. One reoccurring cause is due to stress and eventual burnout. "Burnout" is a particular reaction to stress, a coping mechanism involving emotional collapse, depersonalization of those whom one serves, and a mental disconnection from the task. The shortage of special education teachers is occurring due to the stresses placed upon these teachers.
Since the inception of the Education for All Handicapped Children Act in 1975 and its reauthorization, not entitled the Individuals with Disabilities Act in 1990 and 1997, the number of students nationwide receiving special education services had increased dramatically. Nationwide, between 1993 and 2000, the number of special education students has increased by 41%. And at the same time the number of qualified special education teachers had decreased.
