Designed as a working document on professional preparation of special education instructional and support personel, the report analyzes the state of the art in special education certification. It is explained that data on certification requirements was collected from each state, and that results indicated the existence of four models: categorical and competency based (six or more categories of handicapping conditions), generic certificates (fewer than six handicapping conditions), the California model and the Massachusetts model. Additional findings are listed, including the existence of a wide variety of terms and degrees of specificity. Issues and discussion starters are described to provide a stimulus for workshop discussion in the areas of categories of certification, supervision/administration, participation of other agencies, inservice training, and personnel development plans. Tables of state certification information are appended. (CL)