Abstract
With the growing trend towards generic certification, questions arise concerning the extent of knowledge and skills teachers have in instructing students with physical and health disabilities. This national study examines the knowledge and skills of teachers instructing students with physical and health disabilities, the perceptions of their special education directors, the resources available through their state Departments of Education, and the competencies included in physical and health disabilities at their universities. Results indicate that over 40% of the special education teachers certified to teach students with physical disabilities do not feel well trained in about half of the competencies. Concerns regarding the effects of generic teacher certification and generic training in the area of physical and health disabilities are discussed.
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