"Special Education Licensure Policies in the US: Examining Convergence Across Sources and Stakeholders "

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

Abstract

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 across multiple dimensions, including dual licensure, grade bands, and disability categories. This study presents an updated summary of special education licensure policies across all 50 states and Washington D.C., taking into account these dimensions. We triangulated data from state education agencies, university licensure offices, archival sources, and previous studies. Results indicate most states favoring stand-alone 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. 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.

Author

• Esther Lindström, Lehigh University