INCA Education around the world
USA : Initial Teacher Training
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement to teach
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
7.5.1 Control
See section 7.2.1 of the mainstream archive for general information on control and responsibility for initial teacher training in the USA.
7.5.2 Types of training institutions and courses
There are around 700 colleges and universities in the United States which have initial teacher training programmes to prepare students to become special education needs teachers. Most of these programmes are at the bachelor level (that is, they either lead to the award of a first degree, or are taken as a further course on completion of a first degree) and all are designed to ensure that students meet the requirements of state licensing regulations. 44
Colleges and universities are not only accredited by their state, but those providing the teacher training programmes at these institutions may also choose to seek accreditation from the National Council for Accreditation of Teacher Education (NCATE). Training institutions accredited by NCATE have met rigorous standards established by those working in the field. The Council for Exceptional Children (CEC), the professional organisation representing those who work with children with disabilities, has also developed guidance for special education teacher training programmes which are used by the NCATE. 44
In addition, see section 7.2.2 of the mainstream archive for general information on types of training institutions and courses in the USA.
7.5.2.1 Admissions
See section 7.2.2.1 of the mainstream archive for general information on admission to courses of initial teacher training in the USA.
7.5.3 Trainers
See section 7.2.3 of the mainstream archive for general information on trainers on courses of initial teacher training in the USA.
7.5.4 Curriculum for initial teacher training
Potential special education teachers need to learn a great deal about children and youth with disabilities, teaching methods, classroom management, and other special skills. The Council for Exceptional Children (CEC) guidelines require students in special education teacher training programmes to study the following areas:
- Philosophical, historical and legal foundation of special education
- Characteristics of learners
- Assessment, diagnosis and evaluation
- Instructional content and practice
- Planning and managing the teaching and learning environment
- Managing student behaviour and social interaction skills
- Communication and collaborative partnerships
- Professionalism and ethical practice
- Experience with children, including a student teaching placement lasting between eight to 10 weeks. 44
In addition, during general initial teacher training, trainee teachers normally have the option of undertaking specific optional courses relating to special education.
7.5.5 Qualifications and standards
In its 'red book', the Council for Exceptional Children (CEC) sets out standards for special teachers. It is available online:
http://www.cec.sped.org/bk/catalog2/Red_book_5th_edition.pdf
7.5.5.1 Qualifications and entitlement to teach
In general, licensing arrangements are the same for teachers of students with special educational needs as for those teaching in the mainstream. However, some states may require completion of a programme of initial teacher training with special education components. Most states require special education teachers to complete a Bachelor's Degree programme, although some will require a Master's Degree for special education licensure. Other states require licensure in general education first, then additional coursework in special education. 44
There is a great deal of variation in individual states' requirements and standards for the licensing of special needs teachers. Some require teachers of children with special educational needs to have a categorical licence or non-categorical/generic licence. The holder of a generic licence can teach a child with any disability; a categorical licence enables a teacher to teach children with a particular disability, such as hearing impairments or physical disabilities. Most states use a blend of both types of licence. 44
Kentucky
See sections 7.1.5.1, 7.2.5.1, and 7.3.5.1 of the mainstream archive for general information on licensing arrangements.
In Kentucky, teachers of children with special educational needs usually have an "Exceptional Children Licence" which allows them to teach or collaborate with teachers to design and deliver programmes for children from primary to Grade 12 (age 5/6 to 18 years). Their training usually includes one or more of the following specialisations:
- learning and behaviour disorders,
- moderate and severe disabilities,
- hearing impaired,
- hearing impaired with sign proficiency,
- visually impaired, or
- communication disorders. 42
Maryland
See sections 7.1.5.1, 7.2.5.1, and 7.3.5.1 of the mainstream archive for general information on licensing arrangements in Maryland.
Teachers of children with special education needs usually hold licences in the following areas:
- Special education - infant/primary (birth - Grade 3, age 0 to 8/9 years)
- Special education - elementary/middle (Grades 1-8, age 6/7 to 13/14 years)
- Special education - secondary/adult (Grades 6-12, age 11/12 to 18+ years )
- Hearing impaired
- Severely and profoundly disabled
- Visually impaired. 45
Massachusetts
See sections 7.1.5.1, 7.2.5.1, and 7.3.5.1 of the mainstream archive for general information on licensing arrangements in Massachusetts.
Wisconsin
See sections 7.1.5.1, 7.2.5.1, and 7.3.5.1 of the mainstream archive for general information on licensing arrangements in Wisconsin. See also, the Teacher Education Programme Approval and Licences document which is available on the Wisconsin Education Deparment website: http://www.dpi.state.wi.us/dpi/dlsis/tel/pi34.html
Special educational needs teachers will normally hold the following licences:
- Early childhood - special education: which entitles the holder to teach special education early childhood classes (children from birth to age eight)
- Middle childhood through early adolescence - special education; which entitles the holder to teach children aged 6 to 12/13 with special educational needs
- Early adolescence through adolescence - special education which; allows the holder to teacher students aged 10 to 21 years who have special educational needs. 43
7.5.5.2 Probationary periods
See section 7.2.5.2, of the mainstream archive for general information on probationary periods following initial teacher training in the USA.
7.5.6 Post-qualification induction periods
See sections 7.2.6 of the mainstream archive for general information on post-qualification induction periods in the USA.
