Continuing Professional Development for Special Educators: Reforms and Implications for Unj"tversity Programs

Abstract

Many changes are being proposed and undertaken for the manner in which special educators are initially prepared, licensed, and participate in professional development activities throughout their teaching careers. This article focuses on reforms being proposed for the continuing professional development stage of the teacher preparation continuum. It includes information on (a) various sets of performance standards practicing special educators will need to address; (b) proposed changes in licensure and certification of practicing special educators at the national and state levels; and, (c) proposed reforms in continuing professional development requirements for career advancement or advanced certification. Implications of proposed reforms for graduate level special education teacher preparation programs as well as suggestions for specific types of experiences graduate programs could provide to prepare special educators to meet new requirements will also be addressed.