Special Education Teacher Preparation Policy
The state should ensure that special education teachers know the subject matter they are licensed to teach. This goal was reorganized in 2017.
Content Test Requirements: Connecticut does not require any content testing for its special education teacher candidates.
Regulations of the Connecticut State Board of Education Sec. 10-145d-430;-539; -540
Require that elementary special education candidates pass a rigorous content test as a condition of initial licensure.
To ensure that special education teacher candidates who will teach elementary grades possess sufficient knowledge of the necessary subject matter, Connecticut should require a rigorous content test that reports separate passing scores for each content area. Connecticut should also set these passing scores to reflect high levels of performance. Failure to ensure that teachers possess requisite content knowledge may deprive special education students of the opportunity to reach their academic potential.
Ensure that secondary special education teachers possess adequate content knowledge.
Secondary special education teachers are frequently generalists who teach many core subject areas. Connecticut's current policy of requiring no subject-matter testing is problematic because it fails to ensure that all secondary special education teachers are adequately prepared to help their students meet rigorous learning standards. Connecticut should consider a distinct route for secondary special education teacher certification that allows candidates to demonstrate requisite content knowledge in the classroom through a combination of testing and coursework.
Connecticut recognized the factual accuracy of this analysis.
4A: Special Education Content Knowledge
Generic K-12 special education licenses are inappropriate for teachers of high-incidence special education students. Too many states do not distinguish between elementary and secondary special education teachers, certifying all such teachers under a generic K-12 special education license. While this broad umbrella may be appropriate for teachers of low-incidence special education students, such as those with severe cognitive disabilities, it is deeply problematic for high-incidence special education students, who are expected to learn grade-level content. And because the overwhelming majority of special education students are in the high-incidence category, the result is a fundamentally broken system.
Special education teachers teach content and therefore must know content. While special educators should be valued for their critical role in working with students with disabilities and special needs, each state identifies them not as "special education assistants" but as "special education teachers," presumably because it expects them to provide instruction. Inclusion models, where special education students receive instruction from a general education teacher paired with a special education teacher to provide instructional support, do not mitigate the need for special education teachers to know content. Providing instruction to children who have special needs requires knowledge of both effective learning strategies and the subject matter at hand. Failure to ensure that teachers are well trained in content areas—presumably through subject matter licensing tests—deprives special education students of the opportunity to reach their academic potential.