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Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers

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Title: Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers
Language: English
Authors: Christopher Redding (ORCID 0000-0003-0850-9322), Tashnuva Shaheen (ORCID 0000-0001-5141-3305), María Virginia Giani, Cametreus J. Clardy
Source: Teacher Education and Special Education. 2026 49(1):10-27.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Beginning Teachers, Special Education Teachers, Alternative Teacher Certification, Minority Group Teachers, Minority Group Students, Preservice Teacher Education, Mentors, Beginning Teacher Induction, Elementary Secondary Education, Teacher Characteristics, Institutional Characteristics
Assessment and Survey Identifiers: Schools and Staffing Survey (NCES), National Teacher and Principal Survey (NCES)
DOI: 10.1177/08884064251369465
ISSN: 0888-4064
1944-4931
Abstract: The purpose of this study is to descriptively examine the characteristics of early career alternatively certified special education teachers (SETs). Building off the growing evidence base studying these teachers, we use nationally representative, teacher-level data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 2007 to 2021. Four main findings emerge from our descriptive analysis: (a) 30% of early career SETs are alternatively certified, and early career alternatively certified SETs (b) are much more likely to be racially minoritized than other early career SETs (34% vs 19%), (c) teach predominantly in schools with higher populations of students of color, and (d) enter the profession with less preservice preparation but are no more likely to participate in comprehensive mentoring and induction programs. We discuss the implications of these findings among ongoing efforts to reduce special educator shortages.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497328
Database: ERIC
FullText Text:
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  Data: Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers
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  Data: <searchLink fieldCode="AR" term="%22Christopher+Redding%22">Christopher Redding</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0850-9322">0000-0003-0850-9322</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tashnuva+Shaheen%22">Tashnuva Shaheen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5141-3305">0000-0001-5141-3305</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Virginia+Giani%22">María Virginia Giani</searchLink><br /><searchLink fieldCode="AR" term="%22Cametreus+J%2E+Clardy%22">Cametreus J. Clardy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. 2026 49(1):10-27.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 18
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  Data: The purpose of this study is to descriptively examine the characteristics of early career alternatively certified special education teachers (SETs). Building off the growing evidence base studying these teachers, we use nationally representative, teacher-level data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 2007 to 2021. Four main findings emerge from our descriptive analysis: (a) 30% of early career SETs are alternatively certified, and early career alternatively certified SETs (b) are much more likely to be racially minoritized than other early career SETs (34% vs 19%), (c) teach predominantly in schools with higher populations of students of color, and (d) enter the profession with less preservice preparation but are no more likely to participate in comprehensive mentoring and induction programs. We discuss the implications of these findings among ongoing efforts to reduce special educator shortages.
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  Data: 2026
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  Data: EJ1497328
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        Value: 10.1177/08884064251369465
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Alternative Teacher Certification
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      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Schools and Staffing Survey (NCES)
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      – SubjectFull: National Teacher and Principal Survey (NCES)
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      – TitleFull: Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers
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