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Alternative Pathways for Special Educators: Changes and Developments Nationwide
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DOI：10.1080/09362835.2026.2620105.png)
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Abstract
En 中文
Special education teacher shortages have reached historic highs during the COVID-19 pandemic, exacerbating a long-standing issue in education. Over the past decade, alternative route (AR) pathways have gained traction, offering expedited avenues into the teaching profession. However, the quality and accessibility of these pathways remain underexplored. Our study examines the variability in special education certification AR pathway policies across states, focusing on eligibility, training, and testing requirements. Using descriptive statistics, we analyze changes from 2018 to 2023, as the last database was created in 2018. We sought to determine whether any changes have occurred, particularly in light of the COVID-19 pandemic. Data, sourced from state websites and vetted with education agencies, reveals an increase in testing requirements despite potential barriers for marginalized candidates. Mentorship opportunities during training have also risen, an important feature for supporting novice special education teachers. To address shortages, it's essential to understand how we prepare and support special education teacher candidates, which requires understanding the changing landscape of special education teacher preparation.
Keywords:
BEGINNING TEACHERS
INDUCTION
PROGRAMS
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