1. Special Education Teacher Certification in the States Dona Meinders California Comprehensive Center

2. State Certification Systems State Notes - Education Commission of the States

3. Generalist Certificate State Notes - Education Commission of the States Can teach any disability category Most states also have 2-3 disability specific categories in addition to the generalist certificate May also have a special education early education certificate

4. Categorical Certificate State Notes - Education Commission of the States Disability-specific training States differ on what disability-specific used

5. Mild/Moderate-Severe/Profound State Notes - Education Commission of the States Distinction between certificate for most special education children and for severely disabled children Not all states use this terminology but do make a severity distinction

6. Endorsements/Categorical State Notes - Education Commission of the States Only 2 states have a single special education generalist certification Other states have from 2-15 additional endorsements or categorical certificates

7. Most common Endorsements State Notes - Education Commission of the States Deaf/Hard-of-Hearing (46 states) Early Childhood (45 states) Emotional (14 states) Specific Learning Disability (13 states)

8. Basis of Changes to Special Education Certification NCLB and IDEA requirements – defining highly qualified Recent Trends – increase in autism identification – changing role of special educator – retention of special education teachers

9. Illinois Rather than focusing on any single disability category, new special education teacher certified - Learning and Behavior Specialist I (entry level) or Learning and Behavior Specialist II (advanced study and specialization) Plus 3 categorical certificates – Blind/Visually Impaired, Deaf/Hard-of-Hearing Impaired, and Speech and Language Impaired

10. New York Requires special education teachers and special education administrators to be trained in the needs of autistic children Special certification for teachers and administrators in the area of children with autistic needs

11. California Model of Intensive Intervention A New Direction for Special Education Intensive Tier III Transitional Intervention to Strategic Benchmark Tier II Tier I Intensive TimeProgramGroup Size SUPPORTS CORE TEXT ANCILLARY MATERIALS CORE TEXT (more time)

12. What are some of the Service Delivery Options for Special Education? Friend & Cook 1. Consultative Inclusion Programs 2. Collaborative Teaching models 3. Co-teaching or Team Teaching 4. Intensive Intervention Instruction 5. Learning Centers and Blended/Combined Program

13. Consultative Inclusion Programs Student receives instruction in the general education classroom Student does not receive direct instruction from the special educator Special educator works with general education teacher – Provides resources, training and support – Instructs the student and teacher on appropriate accommodations and assistive technology – May not have frequent contact with the student

14. Collaborative Teaching Models Student receives core instruction in the general education classroom Student may receive some instruction from the special educator Special educator works with general education teacher – Proving support with materials and strategies Special educator may provide supplemental or other direct instruction to support the core in a variety of settings

15. Co-teaching or Team Teaching Special educator and general educator working together in the same classroom to deliver instruction to a blended group of students Both teachers provide instruction utilizing a variety of models – Take turns – One monitors while the other instructs – Station teaching Co-teaching does not need to occur everyday, but occurs regularly

16. Intensive Intervention Instruction Multi-tiered interventions model Usually part of school-wide reform – All students placed in instructional groups based on needs – Special education students included in these groups – Special educator works with one of the intervention groups, usually containing students with IEPs and some general education students – One example of a multi-tiered model is RtI

17. Learning Centers and Blended/Combined Programs Refers to settings that serve RS and SDC students in the same setting. May include “at risk” general education students Special educators and other specialist provide instruction in the learning center based upon student need