Categorical Special Education Teacher Certification: Does it Affect Instruction of Mildly Handicapped Pupils?

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Abstract
Assumptions of a categorical model of special education service delivery were evaluated. The behavior of special educators holding differing teacher licensure, and the behavior of elementary pupils labeled learning disabled (LD) and educable mentally retarded (EMR) were observed during resource room instruction in reading. In contrast to assumptions of a categorical model, results indicated that no differences existed in the instructional behavior of special educators holding differing teacher licensure. In addition, the classroom behavior of LD and EMR pupils did not differ, nor did pupil behavior differ as a function of teacher licensure. Results were discussed in light of accumulating evidence of problems with the categorical model, and the need for experimentation with alternative models of service delivery.

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