2003
DOI: 10.1177/004005990303500601
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Who's Teaching Students with Disabilities?

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Cited by 23 publications
(10 citation statements)
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“…This statistic is comparable to the overall distribution of the special education workforce, which is 84.9% female and 15.1% male (Boyer & Mainzer, 2003). The sample was 82.4% female and 17.6% male.…”
Section: Demographicssupporting
confidence: 62%
“…This statistic is comparable to the overall distribution of the special education workforce, which is 84.9% female and 15.1% male (Boyer & Mainzer, 2003). The sample was 82.4% female and 17.6% male.…”
Section: Demographicssupporting
confidence: 62%
“…The shortage of special education teachers has increased at an alarming rate over the past several decades (U.S. Department of Education, 2004). Boyer and Mainzer (2003) reported that between the years 1990 and 2000, the number of students receiving special education services increased by 30%, but the number of special education teachers increased by only 10%. Rural communities have been differentially impacted by these teacher shortages.…”
mentioning
confidence: 99%
“…There is evidence that one of the main reasons for the low achievement of students with disabilities on grade-normed high-stakes tests is that their defining characteristics as a subgroup involve limitations on the ability to learn (Eckes & Swando, 2009). In fact, the requirement by NCLB that all students be successful on the same test runs counter to IDEA's demand that what students are expected to achieve be individualized on the basis of their particular needs (Albritten, Mainzer, & Ziegler, 2004). Similarly, ELLs receive significantly lower scores than do their non-ELL peers (Abedi, 2009;Menken, 2008;Wright, 2006).…”
Section: High-stakes Standardized Testing and "Non-mentioning
confidence: 99%