The Proliferation of Alternative Routes to Certification in Special Education

Abstract

In this article we review research on alternative routes to certification (ARC) in special education. First, ARC is defined, and the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education, is discussed. Second, available research in the area of ARC in special education is summarized, with particular attention to the efficacy of the various approaches and programs and to the process and outcome variables used to assess program impact. Third, programmatic features associated with successful ARC programs are described, and what remains unknown about ARC programs is discussed. We conclude with a series of recommendations for policymakers and teacher educators.

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

“…Many other continuing teachers improve their qualifications by earning degrees from teacher preparation programs while employed as teachers (Boe, Cook, Paulsen, Barkanic, & Leow, 1999;Cook & Boe, 2004), although others may complete teacher preparation programs leading to certification but not to degrees. Professional development programs and ARC are also helpful in improving teacher credentials (Rosenberg & Sindelar, 2005). However, we do not know the extent to which partly certified teachers attain full certification in their main teaching assignments while employed as teachers.…”

Critical Features of Special Education Teacher Preparation

“…Fears about impending shortages have led many states, local districts, and institutions of higher education to develop alternative routes to the classroom (Feistritzer, 1998). The nature of these alternative routes and their capacity to ensure that qualified special education teachers are available to serve the increasing population of students with disabilities is largely unknown (Rosenberg & Sindelar, 2001). Moreover, the development of these alternative routes comes at a time when teacher education is coming under fire for its perceived inability to prepare teachers adequately for the realities of the classroom.…”

“…This situation is quite problematic, given the critical need for teachers in special education and the emergence of multiple alternative paths to the classroom. Some are as labor-intensive as many preservice programs, and others are brief (Rosenberg & Sindelar, 2001). A conceptual framework for differentiating the features of preparation programs would assist researchers in designing studies that compare preservice and alternative programs on key variables.…”

Special Education Professionalism: The Catalyst for Optimum Learning of Individuals with Exceptionalities

“…Many jurisdictions have implemented initiatives to increase special educators from non-traditional or non-accredited educational programs [14]. These initiatives include, but are not limited to starting the licensing process prior to completion of professional preparation, facilitating the attainment of experience through co-operative placements or provisional licensure, and creating categories of licensure with limited scopes of practice.…”