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Addressing Special Education Isolation in the Context of Teacher Shortages and Retention: A Call for Research

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Bibliographic Details
Title: Addressing Special Education Isolation in the Context of Teacher Shortages and Retention: A Call for Research
Language: English
Authors: Doreen N. Myrie (ORCID 0009-0005-9855-6377), Rodney Hurt (ORCID 0009-0004-0724-8241), Sangita Pandey (ORCID 0009-0005-1224-8892), Sathiyaprakash Ramdoss (ORCID 0000-0002-6104-8396)
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Special Education, Special Education Teachers, Professional Isolation, Teacher Shortage, Teacher Persistence, Well Being
DOI: 10.1111/1471-3802.70074
ISSN: 1471-3802
Abstract: This position paper argues that addressing professional isolation is essential to strengthening teacher retention, promoting well-being and ensuring equitable educational outcomes for students with disabilities. While teacher isolation is the focal point of this discussion, related factors are also discussed, as they contribute to and are exacerbated by isolation. Drawing upon our experiences as special education teacher educators and former practitioners, we conceptualize isolation as a systemic issue that demands more explicit scholarly and policy attention.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504196
Database: ERIC
Description
Abstract:This position paper argues that addressing professional isolation is essential to strengthening teacher retention, promoting well-being and ensuring equitable educational outcomes for students with disabilities. While teacher isolation is the focal point of this discussion, related factors are also discussed, as they contribute to and are exacerbated by isolation. Drawing upon our experiences as special education teacher educators and former practitioners, we conceptualize isolation as a systemic issue that demands more explicit scholarly and policy attention.
ISSN:1471-3802
DOI:10.1111/1471-3802.70074