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Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity (Jordan, 2018; Monsen et al., 2014; Russel & Bray, 2013). Previous researchers have found that teachers are more likely to implement inclusive teaching practices such as UDL when they have positive attitudes toward them shaped by their culture, experiences, and training. Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. UDL benefits all students-not just those with unique needs-by increasing student engagement and removing learning barriers.

Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field.