National and state data reveal long-standing achievement gaps between students with identified disabilities and those without, emphasizing the need for a stable, fully-prepared workforce of educators who are equipped to support and teach students with disabilities. Research highlights high-quality preparation and professional learning opportunities as key strategies for reducing special educator turnover—which can exceed turnover rates in other subjects—and improving teacher efficacy. In addition, as policymakers, educators, and families look to increase the inclusion of students with disabilities in general education settings, it will be critical to ensure that general education teachers and educational leaders are prepared to work with students with disabilities and collaborate effectively with their special education colleagues.
