The need for special education teachers from culturally and/or linguistically diverse (CLD) backgrounds has become a national concern. The majority of school districts nationwide list the recruitment and retention of teachers from diverse backgrounds as a priority. Many cite difficulties with finding adequate personnel, a problem that is complicated by current special education teacher shortages. The authors of this article synthesize research findings on the current demographics of diverse teachers and the impact on student outcomes. They also summarize qualities of teacher preparation programs that successfully prepare CLD teachers according to the following themes: recruitment, retention, alternative certification, and post—teacher preparation. Recommendations for future research are provided.

There is a critical shortage of special education teachers in the United States. This shortage is chronic and severe and exists in every geographic region of the nation. This article provides an analysis of factors influencing the supply of and demand for special education teachers. Initially, the magnitude of this shortage is addressed, considering variances that exist by personnel type, locality, and job description. This is followed by an analysis of trends in the supply of and demand for special education teachers, considering factors such as student enrollment, production of teacher education programs, and the reserve pool. Finally, illustrative examples of strategies used by specific states and districts to resolve shortage problems are provided. The article concludes with a list of priorities for future research.