This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Patton, J. M. Articles by Cobb, T. R. Search for Related Content Social Bookmarking                         What's this?

Recruiting and Retaining Culturally and Linguistically Diverse Teachers in Special Education: Models for Successful Personnel Preparation

The College of William and Mary

Brenda T. Williams

The College of William and Mary

Loury O. Floyd

The College of William and Mary

Tamra R. Cobb

The College of William and Mary

There has been considerable discussion concerning the recruitment and retention of underrepresented groups to the field of Special Education. This dialogue has deepened given the changes in student demographics and the dire shortages of qualified instructional personnel. This article examines specific issues related to recruitment and retention of students who are culturally and linguistically diverse to special education personnel preparation programs. Particular emphasis is placed on strategies that support the successful completion of such programs, which have been reported in the literature, at conference presentations or through research by the authors. Findings suggest that there are promising recruitment and retention strategies which need to be shared more broadly. Major factors underlying successful implementation of such programs consist of the development of a comprehensive recruitment and retention philosophy and plan and securing institution-wide commitments to such initiatives. "On campus there seems to be an assumption that less able individuals pursue teaching as a career and that even more academically challenged students enter special education." "The prevailing mindset seems to be that culturally different is somehow synonymous with deficient. When examining strategies for recruiting faculty and students of color the conversation immediately goes to one of lowered standards." "I don't feel included in class discussions; the professor seldom makes eye contact and when I am called on to make a contribution, my response is rarely affirmed." "Examples and language used in class are sometimes offensive to me as a student of color."

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 26, No. 4, 288-303 (2003)
DOI: 10.1177/088840640302600405


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?