Special Populations At-Risk for Dropping Out of School: A Discipline-Based Analysis of STEM Educators

Abstract

This study investigated, from a national perspective, the instructional teaching load of STEM educators specific to students with disabilities and limited English Proficiency (LEP). The most recent School and Staffing Survey results of in-service science, technology, and mathematics teachers were compiled and analyzed to form subject area comparisons concerning service capacity of students at-risk. It was determined that technology educators served a higher number of students with disabilities and LEP than science educators and mathematics educators. Prospective implications on teacher practice, teacher preparation, and professional development are explored within the context of educating students with disabilities and LEP.