Special Education Teacher Certification Trends: A National Survey.

Overview & Synopsis

A nationwide study was conducted to examine the trend toward or away from noncategorical teacher certification in special education, as well as patterns and limits of existing state certification systems. Responses from both State Directors of Special Education and State Certification Officers were obtained at a rate of 100% and 98% respectively. Major findings show that: (1) two distinct models of special education teacher certification (categorical and noncategorical) exist, with no regional patterns noted; (2) a slow trend toward noncategorical certification was evident; (3) 12 states offer a separate certification category for the language learning disabled; (4) 60% of states include all levels of mental retardation in a single category endorsement; (5) 20% of the states offer adapted physical education as a separate certification category; (6) 25% of the states require secondary special education teachers to have teaching certification in a specific academic/content area; (7) 30% of the states require special education teachers to have valid certification in regular elementary and/or secondary education; and (8) 50% of the states require a teacher competency examination for special education teacher certification, while 30% include an observation measurement system as part of teacher certification. The bulk of the paper presents responses to specific survey questions. A chart showing noncategorical, categorical, or both types of certification models by state is also presented. (JDD)