Comparison of Traditional Versus Alternative Preparation of Special Education Teachers

Abstract

The shortage of special education teachers has prompted the creation of alternative certification programs. The effectiveness of the University of Memphis’s (U of M’s) 14-year-old alternative Special Education Institute program in preparing teachers to teach and remain in the field was examined. The program was compared to the U of M’s traditional certification program. During spring of 2009, data were collected through information obtained from the U of M’s College of Education’s database and information from four local school districts about the current employment of special education teachers. The number of program graduates from the traditional and alternative programs was compared for longevity. It was found that a larger percentage of the alternatively prepared teachers (50%) were employed at local school districts than the traditional program graduates (33%). But there was evidence that alternatively prepared teachers may not stay as many years (4.1 as compared to 6 years). The male graduates were also more likely to be employed in area school districts than females from both programs. Similarly, a larger percentage of African American students were employed by area school districts than were their White counterparts. The results give support that alternative programs do lead to additional employment and teachers were retained for several years.