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: New York requires candidates applying for the Students with Disabilities (Birth-Grade 2) or Students with Disabilities (Grades 1-6) certificates must pass the New York State Teacher Certification Examination (NYSTCE) Multi-Subject: Teachers of Early Childhood (Birth-Grade 2) or Multi-Subject: Teachers of Childhood (Grade 1- Grade 6) test, respectively. Both of these tests have a
separately scored science of reading subtest. These tests address all five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension, and therefore qualify as standalone reading tests.
New York's early childhood and elementary special education standards do not address the science of reading instruction.
Test Requirement http://www.nystce.nesinc.com/PageView.aspx?f=GEN_WhatTestsDoINeedToTake.html Certificate Requirements http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do Regulations of the Commissioner of Education, Part 52.21(b)(3)(vi)
Ensure that teacher preparation programs prepare high-incidence elementary teaching candidates in the science of reading instruction.
New York 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.
New York indicated that it has articulated teaching standards that its approved teacher preparation programs must use to frame instruction in early childhood and elementary special education instruction in literacy and ELA content.The teaching standards are driven by the State Learning Standards. Students with Disabilities (special education) early childhood education (birth-grade 2) and Students with Disabilities (special education) childhood education (grades 1-6) candidates must be prepared to teach the State Learning Standards in ELA identified in Part 100 of the Commissioner's Regulations.
Specifically, the content core for preparation in Students with Disabilities (special education) in early childhood and childhood is found in Part 52.21(b)(3)(vi)(a)(2)(ii):
(i) Students with disabilities in early childhood and childhood. In addition to meeting the general requirements for the content core prescribed in clause (2)(ii)(b) of this subdivision, the content core shall include the preparation for meeting the content core requirements for the general teaching certificate at the same student developmental level for early childhood and childhood, as prescribed in this subdivision.
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.