Who's Teaching Our Children with Disabilities? Part 2

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National Information Center for Children and Youth with Disabilities

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What Kind of Training Do Special Educators Receive?

Almost 700 colleges and universities in the United States have programs to prepare students to become special education teachers (Weintraub & McLane, 1995). Most of these are at the bachelor's level. These programs typically require course work the school deems appropriate for teacher preparation; they also involve students in numerous experiences with children with disabilities. As such, the programs are designed to give students the course work and field work necessary to meet their state's licensure requirements. This means that a graduate of a state accredited program in Nebraska will meet the requirements for an entry-level teaching license in that state. (More discussion about teacher licensure is provided below, pg. 5.)

Since there is a great variety in state licensure requirements, there can also be a great deal of variety in the way colleges arrange their curricula. Most states require special education teachers to complete a bachelor's degree program, although some states require a master's for special education licensure. Other states require licensure in general education first, then additional course work in special education.

Colleges and universities are not only accredited by their states, but the teacher education programs at these institutions may also choose to seek accreditation by the National Council for Accreditation of Teacher Education (NCATE). NCATE is the national accrediting body for teacher preparation programs. Schools accredited by NCATE have met rigorous standards established by working professionals in the teacher education field. The Council for Exceptional Children (CEC), the professional organization representing special education teachers, administrators, and other professionals who work with children with disabilities, has developed guidelines for special education teacher preparation programs that have been adopted and are used by NCATE (Council for Exceptional Children, 1996). (For a list of accredited institutions, contact CEC or the National Clearinghouse for Professions in Special Education [NCPSE]. See contact information on page 23.)

Potential special education teachers need to learn a great deal about children and youth with disabilities, teaching methods, classroom management, and other special skills. CEC guidelines require that students in special education teacher preparation programs receive course work and field activities in the following areas.

Philosophical, Historical, and Legal Foundations of Special Education

Persons preparing to be special education teachers learn about the history of special education in the United States. They learn about the laws that mandate services to children with disabilities and how these laws affect the services they provide. They are taught about the legal requirements related to such things as assessment, eligibility of students for services, and the placement of those students. They also receive instruction about the rights and responsibilities of parents, students, teachers, and schools.

Characteristics of Learners

Students in special education teacher preparation programs learn about the characteristics of children with disabilities and how they differ from and are similar to children without disabilities. These teachers-in-training study the different characteristics of individuals with disabilities and how these disabilities affect the cognitive, physical, cultural, social, and emotional needs of the individual. They learn about normal, delayed, and disordered communication patterns of people with special needs. And they learn about the effects of various medications on all aspects of the behavior of individuals with special needs.

"My favorite success story is about one of my students with autism. I first had him enter my class two and a half years ago. At that time he wouldn't walk five feet at a time without falling to the ground, kicking, and screaming at the top of his lungs. We'd get him up and walk him and five feet later he'd do the same thing. Let me tell you, it was a very, very long walk down the hallway.

"In the past two years he's come a long way. He now walks down the hallway, and sits quietly in his seat. He can write out his name and trace letters and shapes. His most recent accomplishment has been the completion of a 1,000-piece puzzle. How about that for progress!"
-- Sharon Mierow, Special Education Teacher

Assessment, Diagnosis, and Evaluation

Students who are studying to become special education teachers learn about typical procedures used for screening, assessing, and evaluating children with disabilities. They study the appropriate use and limitations of particular assessment tools, how to interpret the results, and how these results affect placement of the student. They also learn how to monitor a student's ongoing progress.

Instructional Content and Practice

Special education student teachers need to have a solid understanding of the different learning styles of individuals with exceptionalities and how to adapt curricula, learning environments, and their own teaching style to these differences. They learn techniques for modifying instructional methods and materials. They learn about appropriate curricula for developing motor, cognitive, academic, social, language, affective, career, and functional life skills for individuals with exceptionalities and about life skills instruction appropriate to independent, community, and personal living and employment. They also learn how different cultural perspectives influence the relationships among families, schools, and communities and how these may impact effective instruction.

Planning and Managing the Teaching and Learning Environment

Future special education teachers study basic classroom management theories, methods, and techniques for individuals with exceptional learning needs as well as ways in which technology can assist with planning and managing the teaching and learning environment.

Managing Student Behavior and Social Interaction Skills

Students preparing to become special education teachers need to learn the most effective ways to provide positive behavioral support so that the classroom is a safe and positive place for learning. Special education student teachers are taught ethical considerations involved in positive behavioral support as well as the applicable laws and procedural safeguards. They also learn about how their own attitudes and behaviors can influence the behaviors of their students. They are taught effective strategies for crisis prevention and intervention.

Communication and Collaborative Partnerships

Special education teachers need to learn to work effectively as part of a team. Therefore, students in teacher preparation programs need to learn communication and collaboration skills that are effective with students, parents, and other school and community personnel. They examine the typical concerns of parents of children with disabilities and ways to help parents deal with these concerns. They learn about the roles of students, parents, teachers, and other personnel in planning and implementing an individualized education program (IEP).

Professionalism and Ethical Practices

Students preparing to become special education teachers need to explore and understand their own personal cultural biases and differences and how these could affect their teaching. They also need to be aware of the importance of the teacher serving as a model for their students. Finally, all special education student teachers need to fully understand the ethics of confidentiality.

Experience with Children

Most states require that students have some kind of field experience with exceptional students prior to student teaching (Andrews, 1996). University programs usually provide a variety of experiences in real classrooms for their students, so that they may become familiar with different types of students and different kinds of settings. They can do this by observing classes at a local school, helping to tutor a child with special needs, or shadowing a special education teacher as he or she goes through the day. All states require that those studying to become special education teachers perform student teaching as part of their training. The length of this practicum varies by state but is usually at least 8 to 10 weeks of full-time teaching.

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