Overcoming Barriers in Special Education

Katrina McCoy-Scott’s journey toward becoming a special education teacher began in the 2000s with the birth of her son, who has autism. This personal experience deeply influenced her commitment to advocating for children with special needs.

“Being in school, socializing is 100% of what you do every day. And so being OK with him, not being that child who always socialized, being OK with him being the child who hums and spins and chews on his sleeves and just does all of these different things. That was a struggle,” McCoy-Scott shared, reflecting on the challenges she faced as a parent.

As her son approached 24 years of age, she recognized the gaps in support provided to him by educators. “When they labeled him, they also dismissed him. And so I had to be that mom that was constantly, ‘that’s not going to happen. Like, no, he’s amazing. You’re going to respect and honor him. You’re going to educate him. You’re going to fight for him just as I’m fighting for him.’ I had to have a lot of one-on-one conversations with a lot of teachers,” she explained, illustrating the persistence required to ensure her son received the respect and education he deserved.

This advocacy didn’t stop when her son transitioned into college. Two years ago, McCoy-Scott decided to channel her experiences into a career by pursuing certification to teach special education through the Master of Arts in Teaching program at Winston-Salem State University (WSSU).

“I need to stand out here and fight for these babies who have different special education intellectual needs,” McCoy-Scott asserted, highlighting her desire to make a significant impact in the field of education.

WSSU’s Master of Arts in Teaching program offers various specializations, including early childhood education, elementary and middle school education, special education, and health and physical education. However, the need for special education teachers is critical. According to the U.S. Board of Education, as of May 2023, 45% of public schools reported vacancies in special education positions, with 78% citing difficulties in hiring qualified staff.

Several factors contribute to this shortage. Rising tuition costs, time commitments for completing degrees, and comparatively low wages deter many potential educators. In North Carolina, the average salary for secondary special education teachers was reported at $53,330 in 2023, which falls significantly below the national median of $66,620, according to the U.S. Bureau of Labor Statistics.

WSSU’s RAMSES (Residency and Apprentice Model: Supporting Equity in Schools) program is designed to assist individuals who already possess an undergraduate degree in obtaining mentorship and instructional support while completing their initial licensure in special education.

“It’s just not North Carolina, but because there are so many vacancies and federal law requires that students with disabilities be taught by qualified teachers who know how to teach people with disabilities. So caseloads are rising for those teachers who are there … it is an emergency situation because there are not enough teachers there to provide the support that their students with disabilities need,” explained April Whitehurst, an assistant professor of special education at WSSU.

The National Center for Education Statistics reports that around 13% of students are served under the Individuals with Disabilities Education Act, meaning approximately 200,000 students in North Carolina fall into the special education category.

WSSU recently received a grant of $1,172,722 from the Office of Special Education Programs (OSEP) to support the RAMSES apprenticeship and residency program, along with additional funding over five years to enhance the training and education of future special education teachers. This funding aims to address the urgent need for qualified educators in North Carolina’s public schools.

Mia Thompson-Smith, a candidate in the Master of Arts in Teaching special education program and a current teacher assistant, shares her journey through the RAMSES program.

“I went to [teach] high school because originally I wanted to be an English teacher, and I wanted to do music as well. So like English and chorus were my thing. And then, you know, I think the Lord kind of referred me somewhere else and said, ‘OK, you know, they need this particular focus.’ And so when I was exposed to that particular focus with special education …” Thompson-Smith recounted, showcasing her evolution into the field of special education.

As a mother of a child diagnosed with ADHD, Thompson-Smith understands the importance of support in education. “When it comes to learning, period, we have a stigma where we feel like a lot of people categorize, put you in this particular box and say, ‘OK, this is about as much as you can do because they have this label on them.’ And labels are exactly what they are. The limitation is up to you. The label does not have to define you,” she emphasized.

The RAMSES program offers numerous benefits to its participants, including paid tuition and fees, a full-year apprenticeship in the classroom, access to tutoring, writing, technology, and counseling services, as well as the opportunity to apply for emergency funds. Additionally, a current grant from the National Center of Teacher Residency is aiding in the development of the program, ensuring that aspiring teachers receive the support they need to succeed.

“Something that I don’t think that I’ll ever regret being able to be a part of this RAMSES program and the actual advantages and the benefits that it’s given me to even encourage others who are interested in the program to be in. So it’s been a wonderful experience so far,” Thompson-Smith said, highlighting the positive impact the program has had on her professional journey.

Whitehurst noted that the inaugural year of the RAMSES program was dedicated to planning to maximize its benefits for students and schools. “After five years, 50 students will have gone through, and we will have 50 effective teachers in their school’s system,” she stated, demonstrating the program’s commitment to creating a robust pipeline of qualified educators.

In addition to increasing the number of teachers available for special education, the program aims to encourage more educators of color to enter the field. By doing so, WSSU hopes to create a more diverse and inclusive educational environment that reflects the students it serves.