Special Education Teacher Preparation Policy
Unfortunately, in addition to one grade-specific option (birth-grade 1), Minnesota offers a K-12 mild to moderate special education certification.
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. Minnesota—at the very
least—should offer high-incidence 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.
Minnesota listed the other special education licenses offered by the state:
Autism (8710.5850),
Physical Health Disabilities (8710.5800),
Deaf or hard of hearing (8710.5200),
Blind Visually Impaired (8710.5100) is birth through age 21
Oral/aural deaf education (8710.5250) is birth through grade 12
Learning disabilities (8710.5700),
Emotional Behavioral Disorders (8710.5600),
Developmental Disabilities (8710.5400) is kindergarten through age 21
Developmental Adapted Physical Education (8710.5300) is preK through age 21
4C: Special Education Licensure Requirements
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.[1] 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.[2] The current model does little to protect some of our most vulnerable students.