The authors describe key factors in teacher preparation and continuing professional development. They pinpoint efforts promulgated by the Council for Exceptional Children on special educator standards and assessments. To meet the demands for improved teacher performance, there is a need to align the standards for state licensing, program accreditation, and national certification. The alignment should span entry, to the profession, continuing practice, and advanced practice. Finally, they summarize themes of authors contributing manuscripts to this special section of Teacher Education and Special Education.
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