Alternative Route Programs for Certification in Special Education: Program Infrastructure, Instructional Delivery, and Participant Characteristics

Abstract

This study describes special education alternative route (AR) teacher preparation programs. The authors developed a national database of programs and collected information on program sponsorship, length and intensity, features, and participant demographics. Most of the 235 programs in the database were in states that had significant shortages of special education teachers, and the authors received 101 responses to the survey. Active collaboration and use of professional standards in program development were commonplace. Most programs required full-time teaching, although the length of preteaching preparation varied dramatically, as did overall program length. Although many participants were general education teachers or recent degree recipients, the largest subgroup consisted of midcareer changers. This article discusses these findings and provides recommendations for additional research.

Variability in Demand for Special Education Teachers: Indicators, Explanations, and Impacts

“…Our history of SET shortages has been a major impetus for the proliferation of alternative routes to certification (Rosenberg, Boyer, Sindelar, & Misra, 2007). States have responded by endorsing programs that allow rapid, often immediate, entry to the classroom; in addition, 30%…”

Verbal Aggression Among Students With Emotional and Behavioral Disorders: Teacher Perceptions of Harm, Levels of Concern, and Relationship With Certification Status

“…In addition, our sample was restricted to one state and SE teacher training programs, employment requirements, and certification standards vary across the country (Rosenberg, Boyer, Sindelar, & Misra, 2007; Rosenberg & Sindelar, 2005). Some states require as little as a passing score on a subject exam before individuals receive provisional licenses allowing them to fill positions in subjects/areas of known teacher shortages (e.g., SE, rural schools).…”

Exploring Why Career Changers Leave Teaching

“…Many teacher preparation programs that cater to career changers, who are often placed early on into classrooms being in need of earning a salary and becoming credentialed in a short period of time (National Center for Education Information, 2007;Rosenberg, Boyer, Sindelar, & Misra, 2007), tend to focus necessarily on the nuts and bolts of teaching, with the majority of coursework devoted to curriculum, instruction, and assessment. Perhaps teacher preparation programs can provide a more comprehensive view of the work of educators, providing knowledge about policy, administration, counseling, and other support structures that build a school.…”