Special Education Teacher Preparation Policy
The state should ensure that high-incidence special education teachers demonstrate sufficient knowledge of the science of reading instruction. This goal has been revised between 2017 and 2020.
Scientifically Based Reading Instruction—Tests and Standards: The District of Columbia does not require its special education teachers who teach the elementary grades to pass a rigorous test of reading instruction, nor does it require teacher preparation programs to prepare special education candidates in the principles of scientifically based reading instruction. The District has neither coursework requirements nor standards related to this critical area.
DCMR 5-A 1601 and 1602 Educator Testing Flyer https://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Educator%20Testing%20Flyer%208.26.19.pdf
Require all high-incidence special education teacher candidates who teach the elementary grades to pass a rigorous assessment in the science of reading instruction.
The District of Columbia should require a rigorous reading assessment tool to ensure that its elementary high-incidence special education teacher candidates are adequately prepared in the science of reading instruction before entering the classroom. It is especially critical that these teacher candidates possess the knowledge and skills related to the science of reading and pass a rigorous test that addresses all five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. Elementary high-incidence special education teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.
Ensure that teacher preparation programs prepare high-incidence elementary teaching candidates in the science of reading instruction.
The District of Columbia should require teacher preparation programs in the state to train high-incidence special education candidates in all five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension.
The District of Columbia recognized the factual accuracy of this analysis.
4B: Teaching Special Education Reading
Teaching children to read is the most important task teachers at the elementary level undertake. Over the past 60 years, scientists from many fields have worked to determine how people learn to read and why some struggle. This science of reading has led to breakthroughs that can dramatically reduce the number of children destined to become functionally illiterate or barely literate adults. By routinely applying in the classroom the lessons learned from the scientific findings, most reading failure can be avoided. Estimates indicate that the current failure rate of 20 to 30 percent could be reduced to 2 to 10 percent.
Scientific research has shown that there are five essential components of effective reading instruction: explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Many states' policies still do not reflect the strong research consensus in reading instruction that has emerged over the last few decades. Many teacher preparation programs resist teaching scientifically-based reading instruction. Reports by NCTQ on teacher preparation, beginning with What Education Schools Aren't Teaching about Reading and What Elementary Teachers Aren't Learning in 2006 and continuing through the Teacher Prep Review in 2016, have consistently found the overwhelming majority of teacher preparation programs across the country do not train teachers in the science of reading. Whether through standards or coursework requirements, states must direct programs to provide this critical training. But relying on programs alone is insufficient; states must only grant licenses to new special education teachers who can demonstrate they have the knowledge and skills to teach children to read.
Effective early reading instruction is especially important for teachers of special education students. By far, the largest classification of students receiving special education services are those with learning disabilities. Based on data from the U.S. Department of Education, it is estimated that reading disabilities account for about 80 percent of learning disabilities. While early childhood and elementary teachers must know the reading science to prevent reading difficulties, special education teachers, and especially elementary special education teachers, must know how to support students who have already fallen behind and struggle with reading and literacy skills. States should require no less from special education teachers in terms of preparation to teach reading than they require from general education teachers.
College- and career-readiness standards require significant shifts in literacy instruction. College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts, and build knowledge and vocabulary through content-rich texts. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, states also need to attend to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards. For special education teachers, preparation and training must focus on managing these instructional shifts while also helping students who may have serious reading deficiencies.