(DOWNLOAD) "Alternative Route Programs for Certification in Special Education: Program Infrastructure Instructional Delivery, And Participant Characteristics." by Exceptional Children * eBook PDF Kindle ePub Free
eBook details
- Title: Alternative Route Programs for Certification in Special Education: Program Infrastructure Instructional Delivery, And Participant Characteristics.
- Author : Exceptional Children
- Release Date : January 01, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 261 KB
Description
The need for high-quality teachers--particularly in such high-demand areas as mathematics, science, and special education--has been a major impetus for the emergence and growth of alternative routes to certification (AR). Indeed, the U.S. Department of Education (2002, 2004) has proclaimed repeatedly that AR programs, as opposed to the traditional routes offered by colleges of education, are an effective means of streamlining the process of certification to move teachers into the classroom on a fast-track basis. In fact, recent federal legislation, including No Child Left Behind and IDEA, encourages these approaches to teacher preparation. These changing standards require alternative route candidates to pass certification or licensure exams to be highly qualified, but AR programs can alter, shorten, or waive entirely coursework in educational philosophy, pedagogy, and practice teaching. In addition to the persistent shortage of qualified personnel and federal government influence, two other factors have contributed to the proliferation of AR programs. One is the acute need for multicultural' personnel. Special education teachers are predominantly White (86%), whereas the student population requiring special education is 32% diverse (Tyler, Yzquierdo, Lopez-Reyna, & Flippin, 2004). On average, AR programs have been more successful than traditional programs in attracting African American and Hispanic participants into the field. The success of these programs is a result of the tendency for alternative route program participants to reflect the demographics of the communities in which the programs are located (Humphrey & Weschler, 2005). Not surprisingly, many urban school districts, routinely and desperately in need of large numbers of certified teachers, develop alternative routes in special education and other high-needs fields. They consider AR programs to be a more viable source of supply of special education teachers both White and culturally and linguistically diverse (CLD)--than traditional programs. Not only is the number of candidates greater, but there are also greater numbers of opportunities to tailor program content and activities to address the challenges specific to urban and minority schools (e.g., Rosenberg & Rock, 1994).