2017 Special Education Teacher Preparation Policy
The state should distinguish between the preparation of elementary and secondary special education teachers. This goal was reorganized in 2017.
Unfortunately, Michigan offers only a K-12 special education certification.
Michigan Administrative Code R340.1782
End licensure practices that fail to distinguish between the skills and knowledge needed to teach elementary grades and secondary grades.
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. Michigan—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.
Michigan recognized the factual accuracy of this analysis. The state noted that proposed changes to Michigan's teacher certification structure as described in comments on Goal 2-C: Elementary Reading are unlikely to impact NCTQ's analysis of this goal, as the competencies and K-12 certificate structure for special education endorsements are governed by the Michigan Administrative Rules for Special Education, which are not under the jurisdiction of the Office of Professional Preparation Services.
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.