2017 General Teacher Prep Programs Policy
The state should distinguish between the preparation of elementary and secondary special education teachers. This goal was reorganized in 2017.
Unfortunately, in addition to one grade-specific option (PreK-5) Georgia offers a grades PreK-12 special education certification.
GAPSC Rules 505-2-.106, -.110, -.113
End licensure practices that fail to distinguish between the skills and knowledge needed to teach elementary grades and secondary
The broad K-12 umbrella is deeply problematic for the overwhelming majority of high-incidence special education students, who are expected to learn grade-level content. Georgia—at the very least—should offer elementary and secondary special education licenses and require special education teachers to have the appropriate license for the grade level of students with whom they are working.
Georgia recognized the factual accuracy of this analysis.
Special educators should be valued for their critical role in working with students with disabilities and special needs; however, they are identified by the state not as "special education assistants" but as "special education teachers," presumably because the state expects them to provide instruction to children. While the state makes an effort to distinguish between a consultative and an instructional role, it would seem to hold that specialists working collaboratively with teachers of record would need at least some knowledge of the subject matter at hand.
4C: Special Education Licensure Deficiencies
Generic K-12 special education licenses are inappropriate for teachers of high-incidence special education students.
Too many states make no distinction 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.
It is virtually impossible and certainly impractical for states to ensure that a K-12 teacher knows all the subject matter he or she is expected to teach. Further, the issue is just as valid in terms of pedagogical knowledge. Teacher preparation and licensure for special education teachers must distinguish between elementary and secondary levels, as they do for general education. The current model does little to protect some of our most vulnerable students.