This report reviews what is known about alternative routes to certification (ARC) in special education. First, it defines ARC and discusses the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education. Factors cited include persistent shortages of qualified personnel, an acute need for multicultural personnel, and the education establishment's hold on entry to the profession. The report then summarizes the available research on ARC in special education, with particular attention focused on the efficacy of the various approaches and programs as well as the process and outcome variables employed to assess program impact. Based on the research, the report discusses the programmatic features associated with successful ARC programs, including meaningful collaboration between institutions of higher education (IHEs) and local education agencies, adequate program length with a variety of learning activities, and IHE supervision and building-based mentor support. The report highlights what remains unknown about these programs and concludes with a series of recommendations for policymakers and the IHE and local education agency-based teacher educators who are developing ARC programs. (Contains 58 references.) (CR)