ERIC Number: ED463117
Record Type: RIE
Publication Date: 2002-Mar
Reference Count: N/A
Alternative Special Education Teacher Certification Practices.
Rude, Harvey A.
A study examined the feasibility of marketing a national model of alternative special education teacher certification/licensure, the extent of program need, and the types of content and processes that such a program should have. A telephone survey of State Improvement Grant Directors or their equivalents in 14 states indicated that most states had already adopted procedures for alternative certification/licensure of special education teachers. The procedures could be developed within the context of a national model that addresses identified needs. Any potential program needs to consider regional differences in critical shortage areas. Inner city schools and rural schools have the greatest need. The cross-categorical 'generalist' group and the categorically based 'specialist' group of special education teachers demonstrated the most consistent demand. The most common alternative program delivery was some combination of school district and university partnership. The framework provided by the Council for Exceptional Children provides an acceptable starting point in the development of a national model. The processes for supporting alternative certification/licensure programs are equally important to the content and delivery of the knowledge base. Online delivery was considered the most promising way of implementing a national program. Lack of university support for such a model was the major barrier. State education agencies need to know more precisely the components of such a model before making a commitment. (TD)
Descriptors: Alternative Teacher Certification, College School Cooperation, Educational Needs, Elementary Secondary Education, Feasibility Studies, Higher Education, Labor Turnover, Partnerships in Education, Special Education Teachers, State Departments of Education, State Programs, State Surveys, Teacher Education, Teacher Shortage
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: No Child Left Behind: The Vital Role of Rural Schools. Annual National Conference Proceedings of the American Council on Rural Special Education (ACRES) (22nd, Reno, NV, March 7-9, 2002); see RC 023 405.