Playing in Someone Else's Field: Perspectives of Early Career Inclusive Special Educators

Abstract

Long-standing special education teacher (SET) shortages and declining enrollment in SET preparation programs in the United States (U.S.) have resulted in a significant number of alternatively-certified SETs in classrooms, particularly in poverty-impacted schools. As a result, the least experienced teachers often serve in schools with historically underserved students. It is critical to understand the needs and experiences of these teachers to support them better. This qualitative study examined twelve first- and second-year, alternatively certified special educators’ experiences in inclusive classrooms in poverty-impacted schools in the U.S. Participants completed a brief survey of demographics and daily experiences, two semi-structured interviews, and member checks. Results were analyzed to understand participants' experiences teaching within inclusive settings. Key themes - an impossible task, feeling like they worked in “someone else’s stadium,” and a preference for separate settings - underscore the complexities of implementing inclusive education effectively. Recommendations for special and general education teacher and administrator preparation and ongoing support are provided.