Challenges and Opportunities: Examining the Multidimensionality of Special Education Licensure Policies in the US in Relation to Student Achievement

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Challenges and Opportunities: Examining the Multidimensionality of Special Education Licensure Policies in the US in Relation to Student Achievement

Students with disabilities benefit from being taught by well-prepared, high-quality special education teachers. State-level special education teacher licensure policies, which directly influence teacher preparation and training, vary considerably from state to state and across multiple dimensions, including dual licensure, grade band, and disability category. This article presents an updated summary of special education licensure policies across all 50 states and Washington D.C., taking into account these dimensions. Results indicate most states favoring standalone special education licensure, defined by no required additional licensure in general education, and cross-categorical licensure, in which teachers can work with students across disability categories. Furthermore, we outline the various sources of complexity in special education licensure policies as they relate to issues of causal inference research, policy, and practice and provide guidance and considerations for moving forward.

Authors

• Esther Lindström, Lehigh University

• Jihyun Kim, Sungshin Women's University