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The Journal of Special Education
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Cultural and Linguistic Diversity and the Special Education Workforce

A Critical Overview

Naomi C. Tyler

Vanderbilt University, n.tyler{at}vanderbilt.edu

Zina Yzquierdo

Vanderbilt University

Norma Lopez-Reyna

University of Illinois-Chicago

Susan Saunders Flippin

Vanderbilt University

The need for special education teachers from culturally and/or linguistically diverse (CLD) backgrounds has become a national concern. The majority of school districts nationwide list the recruitment and retention of teachers from diverse backgrounds as a priority. Many cite difficulties with finding adequate personnel, a problem that is complicated by current special education teacher shortages. The authors of this article synthesize research findings on the current demographics of diverse teachers and the impact on student outcomes. They also summarize qualities of teacher preparation programs that successfully prepare CLD teachers according to the following themes: recruitment, retention, alternative certification, and post—teacher preparation. Recommendations for future research are provided.

The Journal of Special Education, Vol. 38, No. 1, 22-38 (2004)
DOI: 10.1177/00224669040380010301
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