I love that this study is in a special issue about mixed methods, which allowed us to study factors shaping instruction in more nuanced ways! led by Jenn Lillis, w/David Peyton, Martha Lorena Hernández Flores, @tashnuvashaheen.bsky.social, Ana Santos, Daisy Pua, Germaine Koziarski & Alexi Themelis

We updated CEEDAR’s 2018 database on alternative route pathways for special education and found that pathways remained largely stable from 2018-2023. Testing requirements and mentorship increased, while the use of emergency licenses declined. www.tandfonline.com/doi/full/10....

Alternative Pathways for Special Educators: Changes and Developments Nationwide

Special education teacher shortages have reached historic highs during the COVID-19 pandemic, exacerbating a long-standing issue in education. Over the past decade, alternative route (AR) pathways ...

tandfonline.com

📢 #EdWorkingPapers: Emergency-licensed teachers make up a growing share of special ed roles. Using Indiana data, @tashnuvashaheen.bsky.social & Hannah Kistler find these teachers are more likely to serve students with autism & intellectual disabilities. 📄 Full paper: edworkingpapers.com/ai25-1286

@tashnuvashaheen.bsky.social - emergency licensed special ed teachers more likely to work in self contained settings, less likely to work in inclusive settings; more likely to work with students with IDD and ASD. Such important findings regarding inequitable sorting of special ed teachers!

New working paper! With Dr. @HannahCKistler, we examine how emergency-licensed special education teachers are distributed across and within schools and service delivery models compared to their non-emergency-licensed counterparts in the state of Indiana edworkingpapers.com/ai25-1286

Examining the Distribution and Characteristics of Emergency-Licensed Special Education Teachers

The Individuals with Disabilities Education Act (IDEA) mandates that special education teachers be fully licensed, either by obtaining state certification or passing a licensure examination. However, ...

edworkingpapers.com

WEPC Day 1 at #AEFP2025 starts off w/ lots of coverage on the teacher workforce: @lizbettini.bsky.social @lindseykaler.bsky.social @tashnuvashaheen.bsky.social talking #SpecialEducationTeachers (Session 1.01) Marcus Winters/John Fallon in 1.11 for some new insights on changes to licensure tests.

We can’t talk about the dismantling of public ed or special ed without talking about racism & ableism. Organizing against the fascists requires us to focus on MAGA’s core project, which targets folks who are trans, Black, Brown, disabled, women, & poor. The work requires an intersectional lens.

Max Kennerly@maxkennerly.bsky.social · last yr.

To be clear, it's not a mistake that grants to train special ed teachers were cancelled. MAGA absolutely considers those to be verboten "DEI," and Silicon Valley considers them contrary to their eugenics project.

Thrilled to share a newly published online-first article in TESE with some amazing scholars. We used concept maps to qualitatively analyze Special Education teacher candidate identity development over time. #edusky #teachereducation @tashnuvashaheen.bsky.social doi.org/10.1177/0888...

Check out @tashnuvashaheen.bsky.social's new paper in TESE! Field placement studies often focus on practicum teachers. Tash's findings suggest we should also be attending to how uni. supervisors help candidates connect coursework to practice in their placements! journals.sagepub.com/doi/10.1177/...