Who is Teaching Students with Emotional and Behavioral Disorders?: A Profile and Comparison to other Special Educators

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Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, background): “The disparity between the number of students with ED and number of students with other disabilities educated in inclusive settings may be attributable to the challenges posed by this population of students (Billingsley et al., 2006; Cook, 2002; Wagner et al., 2006).”
The Impact of Incentives to Recruit and Retain Teachers in “Hard‐to‐Staff” Subjects (2015, background): “Similarly, Billingsley, Fall, and Williams (2006) report that high percentages of uncertified new special educators enter teaching each year.”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, methodology): “Similarly, Billingsley, Fall, and Williams (2006), using the national database from the Study of Personnel Needs in Special Education (SPeNSE), reported that only a small percentage of special education teachers working in Grades 6 through 12 held certification in the core academic areas as defined…”