The state should ensure that special education teachers know the science of reading instruction and are fully prepared for the instructional shifts related to literacy associated with college-and career-readiness standards. This goal was consistent between 2015 and 2017.
Scientifically Based Reading Instruction—Tests and Standards: Georgia requires candidates to pass the GACE Early Childhood Special Education General Curriculum test. Subtest 1 addresses the components of scientifically based reading instruction, but because it includes other English Language arts topics in addition to at least one other core subject, it does not amount to a stand-alone reading test. Additionally, only candidates applying for the PreK-5 special education license have to pass this test. PreK-12 candidates are not required to pass this test.
Georgia does not require that teacher preparation programs for elementary teacher candidates address the science of reading. The state has neither coursework requirements nor standards related to this critical area.
Informational Texts: Georgia's preparation and licensure requirements for special education teachers are not aligned with the state's college- and career-readiness standards for students. The state does not require content testing, and teacher standards do not address informational texts.
Literacy Skills: Georgia has no requirements for the preparation of elementary or secondary special education teachers that address the incorporation of literacy skills into the core content areas
Struggling Readers: Georgia has no requirements for the preparation of elementary or secondary special education teachers that address struggling readers.
GAPSC Rules 505-2-.106, -.110, -.113 and 505-3-.55 GACE Test Requirement www.gace.ets.org
Require all special education teacher candidates who teach the elementary grades to pass a rigorous assessment in the science of reading instruction.
Georgia should require a rigorous reading assessment tool to ensure that its elementary 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 special education teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.
Ensure that new special education teachers are prepared to incorporate informational text of increasing complexity into classroom instruction.
Either through testing frameworks or teacher standards, NCTQ encourages Georgia to strengthen its teacher preparation requirements and ensure that all special education candidates—including those teaching under early childhood and secondary licenses—have the ability to adequately incorporate complex informational text into classroom instruction.
Ensure that new special education teachers are prepared to incorporate literacy skills as an integral part of every subject.
To ensure that special education students are capable of accessing varied information about the world around them, Georgia should also—either through testing frameworks or teacher standards—include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
Support struggling readers.
Georgia should articulate more specific requirements ensuring that all special education teachers are prepared to intervene and support students who are struggling with reading. With reading difficulties generally representing the primary reason for special education placements, it is essential that all special education teachers have the knowledge and skills to diagnose and support students with literacy needs.
Georgia disagreed with NCTQ's analysis regarding the state's lack of preparation standards to address the science of reading. Georgia cited Georgia Professional Standards Commission (GAPSC) Educator Preparation Rules which state:
NCTQ awards credit for specific teacher preparation standards that are incorporated into policy, rather than standards that are simply referenced by name or nested.
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.