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: Mississippi does not require its K-12 special education teachers who teach
the elementary grades to pass a rigorous test of reading
instruction. Only candidates adding the K-8 mild to moderate supplemental endorsement to an elementary license will have passed the Foundations of Reading test.
The state does not require teacher preparation programs to prepare special education candidates in the principles of scientifically based reading instruction. Mississippi has neither coursework requirements nor standards related to this critical area.
Licensure Guidelines https://www.mdek12.org/OTL/OEL/K12
Require all elementary high-incidence special education teacher candidates to pass a rigorous assessment in the science of reading instruction.
Mississippi already has in place a requirement for general elementary education teachers to earn a passing score on the Foundations of Reading test. The state should expand its existing policy and require all special education teachers who teach the elementary grades to pass this assessment as well. 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.
Mississippi 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.
Mississippi recognized the factual accuracy of this analysis, however this analysis was updated subsequent to the state's review. The state also noted that proposed revisions to the Educator Preparation Guidelines will require the Science of Reading be a component of Early Childhood, Special Education, and Leadership licensure programs. The state also indicated that the proposed timeline for adoption depends upon completion of work with SREB Roundtable 2021, and noted the SPED, Child Development/Early Childhood, and Education Leadership/Administration licensure programs shall include a course or courses on research-based reading instruction to include the areas of phonemic awareness, phonics, fluency, vocabulary and comprehension.
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.