A national study of professional standards in special education teacher preparation programs using the standards adopted by the National Council for Accreditation of Teacher Education and the Council for Exceptional Children
Doctor of Education (Ed.D.)
Teacher preparation programs in special education are responding to demands for quality. Sources inside and outside the field of education have called for change. In 1986, the National Council for Accreditation of Teacher Education (NCATE) accreditation redesign was implemented. The Council For Exceptional Children (CEC) adopted Standards for the Preparation of Special Education Personnel in 1983 and these standards for special education programs have become a part of the NCATE redesign. This study proposes to answer the question of whether these professional standards and the NCATE redesign have had a direct impact on masters level special education teacher preparation program quality and development.;Research was conducted on a national level surveying teacher preparation programs for the mildly and moderately handicapped. The sample of 150 included members of NCATE due for program review in 1987-88 and those in 1990-91, as well as a sample of programs that are non-NCATE members. Analysis viewed differences in NCATE/non-NCATE teacher preparation programs, programs being reviewed for continuing accreditation in 1987-88 and 1990-91, and the extent to which the CEC standards for the Preparation of Personnel and Code of Ethics are addressed when comparing the NCATE and non-NCATE accredited institutions.
© The Author
Waegerle, Dawn Colleen Johnson, "A national study of professional standards in special education teacher preparation programs using the standards adopted by the National Council for Accreditation of Teacher Education and the Council for Exceptional Children" (1990). Dissertations, Theses, and Masters Projects. Paper 1539618309.