The well-documented special education teacher shortage in the U.S. has significant negative consequences for students with disabilities who require specially designed instruction from special education teachers. To address this shortage, special education teacher preparation programs should explore innovative approaches to recruiting and training…

Effective state policy for new teacher mentoring stipulates program elements that increase the likelihood that district programming will be implemented and, thus, defines for districts what is important about mentoring support. Although most state policies do not differentiate programs for novice special education teachers, there are particular…

Strong induction programs influence novice special education teachers' determination to remain in teaching. Those who experience high levels of induction support tend to report greater job satisfaction and success in teaching challenging students. Although novice special education teachers can benefit from standard induction support, they also may…

Unlike data that show that all states require credentials for special education teachers, national data indicate that only 27 states require licensure/certification/endorsement as an administrator of special education. The titles used by states to identify the local director of special education include administrator of special education, director…

With the passage of P.L. 94-142, the Education for All Handicapped Children Act of 1975, now the Individuals with Disabilities Education Act (IDEA), and subsequent amendments, states and jurisdictions have made great strides in the provision of services to young children, ages 3 through 5 years, with disabilities. As of Fall 2007, America's…

Mainstreaming is defined as the conscientious effort to place handicapped children into the least restrictive educational setting that is appropriate for their needs. The primary objective of this process is to provide these children with the most appropriate and effective educational experiences that will enable them to become self-reliant…

Reported are the results of a survey of all the state certifying agencies and the District of Columbia on certification of special education teachers for the severely/profoundly handicapped. (IM)

This document provides information and data related to the provision of special education in Washington State. Baseline information is presented along with an update of the most current and complete annual data. Information includes: (1) the purpose, membership, goals, and activities of the Special Education Advisory Council (SEAC); (2) Office of…

Strategies for teacher retention are presented, including successful approaches and elements for operating a state system for personnel recruitment and retention in special education. Such initiatives as the Utah Mentor Teacher Academy; the Texas Teacher Recruitment, Retention and Assistance Program; and the Kansas Recruitment/Retention Project…

A nationwide study was conducted to examine the trend toward or away from noncategorical teacher certification in special education, as well as patterns and limits of existing state certification systems. Responses from both State Directors of Special Education and State Certification Officers were obtained at a rate of 100% and 98% respectively.…

This report offers a perspective on state supply and demand data collection efforts concerning special education personnel. The report includes: (1) an overview of federal data requirements; (2) national data on special education and related services personnel as reported in the U.S. Department of Education's "Fifteenth Annual Report to Congress…

This survey of 51 state directors of special education and 50 state certification officers found that, although states offering categorical certification alone outnumber those offering only noncategorical certification, there is wide variation among states and a trend toward noncategorical models. Recommendations emphasizing interagency…

Describes a personnel-preparation program for unendorsed teachers of students with severe disabilities in Virginia. The program was designed to be inexpensive, to allow supervised application of content schools, and to meet state endorsement requirements for teaching those with severe disabilities. Evaluation results indicate participants were…

This report describes the personnel development requirements of Public Law 94-142 (the Education for All Handicapped Children Act), Delaware's Comprehensive System of Personnel Development (CSPD), and Delaware's proposed action plan. The scope of the CSPD system is covered, including descriptions of inservice and preservice training for general…

Missouri LINC Assistive Device Service is part of a state program to help vocational and special education teachers prepare special education students for employment. Assistive Device Services staff respond to requests from school personnel for information on sources for adaptive devices, publishers or distributors, and consultants on specific…