Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia

Abstract

The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia to address the training needs of uncertified teachers through a high quality alternative route certification (ARC) program leading to both special education and content certification. Key program components, including blended instruction, extensive field-based assessments with supervision, learning community supports, and content training, are described along with implementation challenges and training outcomes.