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For some time, leaders in special education have expressed the desire for a national overview of State certification requirements for teachers of exceptional children who, because of their limitations and their particular needs, require special help. This bulletin, prepared as a part of an Office of Education Study, "Qualification and Preparation of Teachers of Exceptional Children," is an attempt to supply the necessary information. The purpose of this bulletin is: (1) to present a summary of the present status of State certification requirements for teachers of exceptional children; and (2) to report opinions expressed by some special education personnel on certain aspects of certification. It reflects some trends in certifying procedures, but, in general, is confined to a reporting of status information. The information presented in these page affords opportunity to make comparisons from State to State and from one area of exceptionality to another. It is hoped that the availability of such information will form a basis not only for such comparisons, but also for improved planning of the professional requirements for the teachers of the Nation's handicapped and gifted children. Topics covered in this bulletin include: (1) The need for professional standards for teachers; (2) A national picture of State certification; (3) Overview of current certification requirements; (4) Some specific in State requirements; and (5) Some opinions concerning State standards. Appended are: (1) The Office of Education Study: "Qualification and Preparation of Teachers of Exceptional Children"; and (2) Minimum Requirements by States, for Regular Elementary Teaching Certificates. (Contains 19 tables and 24 footnotes.) [Best copy available has been provided.].
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.