A Survey of Training Programs for Teachers of Mildly Handicapped Adolescents

Abstract

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.The Education for All Handicapped Children Act (PL 94-142) has set a national pol icy that guarantees the right of all handicapped children and youth to an appropriate education. The purpose of the law, as specified by Congress, is to &dquo;assure that all handicapped children have available to them, within the time period specified a free appropriate public education which emphasizes special education and related services designed to meet their unique needs&dquo; (PL 94-142,1975, Sec. 3, C). The provision guaranteeing a child's right to a free, appropriate education places priority on two groups of handicapped children: those receiving no education, and those receiving an inadequate education. Although accurate information regarding the quantity and quality of specialized educational services furnished to students is difficult to obtain, a number of studies prior to passage of the law indicated that handicapped adolescents were both unserved and underserved (Metz, 1973). Given the legal impetus for services, the number of educational programs for handicapped adolescents has grown rapidly in the past few years. This, in turn, has created a need for teachers trained to work with handicapped adolescents in secondary-school settings.

Policy Contexts for Transition Personnel Preparation: An Analysis of Transition-Related Credentials, Standards, and Course Requirements in State Certification and Licensure Policies

“…Teacher Licensing as a Tool for Stimulating Personnel Preparation for Transition Lack of personnel preparation for transition has been cited as one of the reasons why students with disabilities do not achieve post-school outcomes comparable to those of their peers without disabilities (e.g., Bursuck & Epstein, 1986;Razeghi, 1996). The Council for Exceptional Children's (CEC) recent adoption of Standards for Preparation of Transition Specialists (2001; http://www.cec.sped.org/ps /perf based stds/transition specialist 03-12-Ol.html) reflects one effort to stimulate development of personnel preparation in transition and acknowledges the impact that accreditation and credentialing policies have on personnel preparation programs and content.…”

Early Intervention and Secondary/Transition Services: Harbingers of Change in Education

“…A continuing challenge at early childhood and secondary levels alike is the paucity of special education personnel preparation programs that fully address the developmental characteristics of young children or adolescents ( cf. Bursuck & Epstein, 1986;Cline & Billingsley, 1991;Zigmond & Sansone, 1986). The scarcity of personnel preparation programs focusing on early intervention is understandable given the youth of the field.…”

Early Intervention and Secondary/Transition Services: Harbingers of Change in Education

“…Bursuck & Epstein, 1986;Cline & Billingsley, 1991;Zigmond & Sansone, 1986). The scarcity of personnel preparation programs focusing on early intervention is understandable given the youth of the field.…”