More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs’ educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education certified teachers’ decisions to leave their school. We fit multilevel logistic regression models to a large state administrative dataset in order to examine (a) if the percentage of SWDs a teacher instructs was associated with turnover, (b) if this association varied by student disability, and (c) how these associations were moderated by special education certification. The percentage of SWDs in teachers’ classes was associated with an increase in the odds of turnover after controlling for teacher, classroom, and school characteristics. This association was moderated by special education certification such that there was not an association between the percentage of SWDs in these teachers’ classes and their odds of turnover. Teaching students with emotional/behavioral disorders was associated with a large increase in the odds of turnover for all categories of teachers. Results suggest the need for more training and supports for teachers with SWDs in their classrooms. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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残疾学生教学与教师流失之间的关联。

在通识教育课堂上接受教育的残疾学生 (SWD) 比以往任何时候都多，导致对通识教育教师满足 SWD 教育需求的能力的期望更高。然而，最近很少有定量研究检查教授 SWD 是否会影响通识教育认证或特殊教育认证教师离开学校的决定。我们将多级逻辑回归模型拟合到大型州行政数据集，以检查 (a) 教师指导的 SWD 百分比是否与营业额相关，(b) 这种关联是否因学生残疾而异，以及 (c) 这些关联如何由特殊教育认证主持。教师班级中 SWD 的百分比与在控制教师后离职几率的增加有关，课堂和学校特色。这种关联受到特殊教育认证的影响，因此这些教师班级中 SWD 的百分比与其离职几率之间没有关联。教有情绪/行为障碍的学生与所有类别教师的离职几率大幅增加有关。结果表明，需要为课堂上有 SWD 的教师提供更多培训和支持。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）教有情绪/行为障碍的学生与所有类别教师的离职几率大幅增加有关。结果表明，需要为课堂上有 SWD 的教师提供更多培训和支持。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）教有情绪/行为障碍的学生与所有类别教师的离职几率大幅增加有关。结果表明，需要为课堂上有 SWD 的教师提供更多培训和支持。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）