ALTERNATIVE CERTIFICATION FOR SPECIAL EDUCATION TEACHERS IN KENTUCKY

Abstract

The article is devoted to the issue of training special education teachers in Kentucky in a non-traditional way, with the help of alternative programs. The author provides a general description of such programs: analyzes their content, considers the forms and methods of training “alternative” teachers of special education. It was determined that the primary goal of creating alternative teacher certification programs was to fill the overall teacher shortage. However, in the process of implementation, the programs varied and were refined, which ultimately led to a change in their functionality. Alternative training programs began to be created as early as the 1980s and provided for the stimulation of an increase in the total number of teachers. It was found that each state has its own principles regarding alternative teacher certification. Most states have established unique alternative teaching certification programs. Many states have more than one program, allowing candidates to choose an option. It was found that in 2017‒2018 only 13.7% of all public school students in the United States were eligible for IDEA programm. Therefore, the Kentucky Department of Education (KDE) has made a significant effort to increase the number of qualified special education teachers in the state by developing eight alternative teacher certification pathways for those interested in entering the teaching profession. The majority of educational institution administrations have a positive attitude towards alternative programs. That’s why was made a conclusion regarding the importance of this type of pedagogical training to ensure the necessary number of pedagogical workers and maintain high standards of education in the USA.
 Keywords: alternative programs; alternative teacher certification; special teacher training programs; professional development; special education; teaching profession; pedagogical training; non-traditional training programs.