Professional Development Resources
Regarding pre-service preparation, many recent graduates reported that they
were inadequately prepared for their jobs with students with disabilities.
Professional development was critical not only for teachers in the special
education classroom, but also for teachers in the general education classroom. “About
75 percent of students with disabilities spend 40 percent or more of their
day in regular education classrooms, and regular education teachers have an
average of 3.5 special education students assigned to their classes.” Without
sufficient training for teachers, inclusion does not help the students with
disabilities (Pasternack, 2002). Commitment to the profession and the perceptions
of adequacy of teacher pre-service programs are another vital component of
retention. Those who enter the profession with the intention of making it a
long-term career stay longer than those who don’t, as do those who believe
they are adequately prepared for the demands of the classroom (Demonstration
Project on Recruitment and Retention of Special Education Teacher in Texas,
IS-UP, 2002, p. 5).
Professional Development and Appraisal System (PDAS)
Teacher Toolbag: Professional Development
IDEA Partnerships at the Council for Exceptional Children: Professional Development Resources
National Staff Development Council