Generic versus Categorical Special Education Teacher Preparation

Abstract

Issues concerning generic or noncategorical versus categorical special education teacher preparation and student service delivery have been a topic of discussion for some time. Data were collected from special education teacher educators, school superintendents, special education coordinators, and noncategorically certified teachers 5 years after the implementation of a mild learning handicaps teaching certificate in Alabama. This article describes the results of the survey of the four groups of Alabama educators and relates the findings to some of the national reports on this topic.