A survey of 160 teacher education programs and state certification departments in all 50 states was conducted. The results show a continuing trend for states to establish separate certificates for elementary and secondary level special education teachers. The results also indicate that there are significant differences in collegeluniversity training programs in states that require separate secondary certificates. The implications of these findings for educational policy and teacher training are discussed.
Get full access to this article
View all access options for this article.
References
1.
Alley, G., & Deshler, D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver: Love.
2.
Bagwell, I. (1982). Certification requirements for secondary learning disabilities teachers: A national survey. Teacher Education and Special Education, 5(4), 56-60.
3.
Clark, G.M. (1984). Issues in teacher education for secondary special education. Teacher Education and Special Education, 7, 170-177.
4.
Irvine, P., Goodman, L., & Mann, L. (1978). Occupational education. In L. Mann, L. Goodman, & J.L. Wiederholt (Eds.), Teaching the learning disabled adolescent (pp. 263-278). Boston: Houghton Mifflin.
5.
Metz, A.S. (1973). Statistics on education of the handicapped in local public schools. Spring, 1970. (HEW Publication No. [OE] 11107). Washington, DC: U.S. Government Printing Office.
6.
Wells, D., Schmid, R., Algozzine, B., & Maher, M. (1983). Teaching LD adolescents. In R. Schmid & L. Nagata (Eds.), Contemporary issues in special education (2nd ed.) (pp. 177-186). New York: McGraw-Hill.
7.
Zigmond, N., & Thornton, H. (1985). Follow-up of post-secondary age learning disabled graduates and drop-outs. Learning Disabilities Research, 1, 50-55.
