This editorial appeared recently in The Portland (Maine) Press Herald.

Every state except Pennsylvania reports a growing shortage of special education teachers.

In some ways, solutions mirror those for the same problem facing the teaching profession as a whole, such as the use of financial incentives to draw talented people into the profession.

But in other, very significant ways, the dearth of special educators is its own dilemma, fitting for a group of teachers who often feel separated from the rest of the school staff.

According to the U.S. Department of Education, the shortage of special education teachers has been an issue since at least the early 1990s. Today, 51 percent of all school districts and 90 percent of high-poverty districts don’t have enough special educators.

It doesn’t help that the overall pool of candidates is shrinking. Colleges and universities are awarding fewer education degrees.

The shortage of special education teachers, however, is especially acute. The number of special education students in Maine is falling, but not as fast as enrollment overall. And the students are presenting more complicated issues than ever before, educators say.

That has made special education, an enormous responsibility and challenge on its best day, even more so.

Special education work requires challenging interactions with students and parents. Educators are required to formulate long, detailed education plans for students. They often oversee education technicians and other specialists.

And then there is the enormous amount of paperwork that must be completed, often after work. Some are recent graduates filling special education jobs only until others open up. Turnover in special education is twice the rate of other teaching positions.

Financial incentives such as loan forgiveness, higher pay and free certification — all ideas being considered to address the shortage  — can help draw people to special education, but it won’t make enough of them stay.

A culture change is needed: Teachers have to be fully prepared for the circumstances and stresses unique to special education and then they have to be fully integrated into the greater school environment.

Their contribution has to be understood and recognized by administrators and the rest of the staff, all of whom should have a working knowledge of how special education differs from regular instruction, improving the collaborative and co-working environment.