National Trends for Certification and Training of Special Education Teachers

Abstract
Historically the United States has lacked consensus regarding teacher certification and teacher training in special education. A labyrinth of titles, labels, and guidelines causes confusion. A national study to determine individual state policy regarding current special education teacher certification and personnel preparation is described. Recommendations for the direction of future change were also solicited from the questionnaire respondents. Suggestions of the researchers concerning the leadership role to be assumed by individual states are outlined.

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