ERIC Number: EJ859668
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 37
The Status of Special Education Teachers at the Secondary Level: Effects of the "Highly Qualified Teacher" Standard
Quigney, Theresa A.
American Secondary Education, v37 n2 p49-61 Spr 2009
This article highlights issues that secondary special education teachers are facing as a result of the legally mandated "highly qualified teacher" (HQT) requirement. The valid demand for teachers to document core subject area competency is often compounded for secondary special education teachers by the requirement to teach multiple core areas. Whether or not a secondary special educator is HQT in core areas can affect the instructional delivery system to secondary students with disabilities. It might also influence perceptions of the importance of the special educator's role in the collaborative instructional process. Finally, the demands of meeting HQT in core areas may add to an existing teacher shortage. Recommendations relating to the legal definition and attainment of HQT status, teacher preparation alternatives, and research are provided.
Descriptors: Delivery Systems, Teacher Shortage, Special Education Teachers, Special Education, Secondary School Teachers, Teacher Effectiveness, Disabilities, Teacher Role, Cooperation, Teacher Education
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Authoring Institution: N/A