JAASEP FALL 2025 Part 4 of 10
All series
- ADHD Series
- Assessment in Special Education Series
- Autism Spectrum Disorders Series
- Bullying of Children
- Classroom Management Series
- Diagnosis of Students with Disabilities and Disorders Series
- Discipline of Students in Special Education Series
- Early Intervention Series
- Genetics in Special Education Series
- How To Series
- IEP Components
- Inclusion Series
- JAASEP – Research Based Journal in Special Education
- LD Report
- Lesser Known Disorders
- NASET News Alert
- NASET Q & A Corner
- NASET Survival Guides
- Parent Teacher Conference Handouts
- Resolving Disputes with Parents Series
- RTI Roundtable
- Severe Disabilities Series
- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
Teacher retention in special education is a persistent national concern, with novice educators leaving the profession at significantly higher rates than their general education peers. According to the U.S. Department of Education (2022), nearly 50% of new special education teachers leave the field within their first five years, contributing to widespread staffing shortages. A 2023 report from USA Today revealed that 45% of schools across the United States are currently experiencing shortages of qualified teachers, with special education being one of the most critically impacted areas (Wong, 2023).
These challenges are exacerbated by geographic isolation, limited resources, and high poverty rates.
(2023) shows that 14% of children in rural areas live in poverty, further complicating efforts to provide equitable special education services. This study focuses on one rural school in the Southern United States district to explore the localized impact of these national and state-level challenges and identify key factors that contribute to special education teacher retention in this context.
Abstract
Rural school districts across the United States need help to recruit and retain special education teachers. This study presents findings based on special education teachers’ experiences teaching within one rural Southern United States school district. This instrumental single case study investigates the factors that encourage special education teachers to remain in their current position within a rural Southern United States school district. Qualitative data is analyzed from 11 participants: nine current special educators, one special education director, and one retired special education teacher. All participants are from one rural Southern United States school district to gain insight from their experiences and perspectives. Significant findings include factors that positively influence the retention of special education teachers within one rural Southern United States school district: the small scale of the district, administration support, student rapport, positive school culture, extended family living in the local area, and the supportive culture of the rural community.