Abstract
A National survey of state directors of education was undenaken to determine the certification requirements for teachers of students with mild di,sabilities-learning disabilities, emotional disturbance, and mental retardation. We found a great deal of inconsistency across states that resulted from six issues: diffe?lng certification levels, diffenng ceatification categories, combinations of grade levels and certification areas, general education certification, certification language, and special education terminology. These findings point to a need for collaboration among legislative bodies, colleges of education, and departments of special education to review current teacher preparation and certification standards for the purpose of reaching some level of consistency and consensus.
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