About this Snapshot
The table below highlights a selected group of dual certification programs in special education, and is in no way exhaustive of all dual certification programs.
| Program/Length/Grade Band | Licensure Area | Length of Existence and Cohort Size | Coursework | Field Placement | References/Contact/Visibility via Publications, Presentations, and Leadership |
|---|---|---|---|---|---|
| California | |||||
| California State Long Beach Undergraduate- fourth- and fifth-year program Postbaccalaureate option Secondary | Urban dual education program | Since Fall 2015 2015 Cohort: 10 students 2016 Cohort: 20 students | Coursework: • Semester 1: Coursework (inclusion education, literacy—Tier 1, positive behavior supports, English learner language development), describe assignment to classrooms/teachers, teaching Tier 1 lessons—whole group, feedback cycle, debriefing • Semester 2: Coursework (assessment, literacy Tiers 2 and 3, equity, access and inclusion, mathematics—Tier 1), possibly two classroom assignments, describe intervention process, collaboration, data, etc. • Semester 3: Coursework (mathematics—Tiers 2 and 3, art/health/physical education, history/social studies), review of major competencies, coteaching, unit planning • Semester 4: Science, teaching students with moderate or severe disabilities, transition services | Clinical Practice: • Semester 1: Clinical rounds 2 days/week – Focus Tier 1 literacy, teach three lessons • Semester 2: Clinical rounds 2 days/week – Focus Tier 2/3 literacy, conduct K–2 intervention • Semester 3: Student teaching 5 days/week – Focus: Meet student teaching competencies • Semester 4: Student teaching 5 days/week – Focus: Meet student teaching competencies | PowerPoint Cara Richards-Tutor Cara.Richards-Tutor@csulb.edu Shireen Pavri shireen.pavri@csulb.edu |
| Fresno State University 4 years Middle School | Dual credential program multiple subject and education specialist credentials | n/a | Course Descriptions | Classroom Placements: Grades 3–8→6 hours/week Grades K–3→20 hours/week (16 general education) | Website State Policy and Practice Portrait |
| Indiana | |||||
| Indiana-Bloomington 4 years; 120 credits Grades 7-12 | Exceptional needs—early and late adolescence/mathematics or science Exceptional needs—early and late adolescence/English language arts | Late 1990s 4-5 students per year | • Mathematics or science total: 120 credits – Professional education: 60+ credits – Mathematics: 26–27 credits – Science: 25 credits – Electives • English language arts (ELA) – Professional education: 60+ credits – ELA content: 25 credits Challenge: Students in the dual program do not have a “passion” for Special Education; the school is concerned this can cause a lack of advocacy for Special Education Remedy: Orientation at the beginning of every semester; seminar discussions about advocacy throughout semesters; one-on-one interventions for targeted cases | • One semester, full time, student teaching (Collaborative Student teaching model) – Either in general education or inclusion (depends on school) – Paired with Special Education mentor teacher – No K–12 Special Education option; either K–6 or secondary • Three field experience placements prior to student teaching; placements in general education, inclusion; placement prior to student teaching semester is in a Special Education classroom The secondary program is more fluid because students match up with a mentor teacher for Special Education and the subject area. The level of fluctuation also causes variance in the number of hours completed. At a minimum, candidates’ complete 160 contact hours: • 10 weeks student teaching in Special Education classroom • 6 weeks teaching in content area | Reference Denise Wyatt dwyatt@indiana.edu The School of Education does not have any definitive research published or unpublished regarding the program, but general statistics are available on the Title II website. Blanton, L. P., & Pugach, M. C. (2007). Collaborative programs in general and special teacher education. Washington, DC: Council of Chief State School Officers. |
| Purdue 146-148 credits Grades K-6 | Dual licensure in elementary education and Special Education–mild intervention | n/a | • Program major: 96 credits – Student teaching: 16 credits – Student teaching dual license: 6 credits • Other program: 51–52 credits | • Student teaching: 16 credits • Student teaching dual license: 6 credits • Split program—junior year half of the time is spent in an intensive Special Education classroom (approximately 1.5 days per week) • Practicum experience tends to cover grade range K–12 for Special Education • Senior year—elementary full-time student teaching in general education inclusion classroom | Reference n/a n/a |
| University of Saint Francis 4 years: 128 credits Secondary (Grades 6-12) | Licensure in subject matter area (mathematics, business, chemistry, health and physical education, English language arts, life sciences, physical sciences, and social studies) and Special Education mild intervention | 2002-2003 | Students begin taking core courses—all of which are cotaught—then complete courses and experiences in subject matter and Special Education | n/a | Blanton, L. P., & Pugach, M. C. (2007). Collaborative programs in general and special teacher education. Washington, DC: Council of Chief State School Officers. Brandi Prather-Leming bprather@sf.edu n/a |
| New Jersey | |||||
| Kean University 132 credits Grades preschool-12 | BA English, history, mathematics, earth science, and biology Major: Subject/ teacher of students with disabilities Option: Dual certification for teacher of students with disabilities and P–12 subject | n/a | • Example: Biology and SPECIAL EDUCATION: – General education and liberal arts requirements: 68 credits – Foundations requirements: 13 – Disciplinary/interdisciplinary distribution requirements: 32 – Additional requirements (science): 23 – Academic major requirements (biology): 32 • Professional education: 32 | • Split placements in both preprofessional and professional experiences between the general education and special education setting – One semester student teaching: split 50% general education, 50% Special Education | Curriculum n/a n/a |
| Montclair University 48-51 credits; 2-2.5 years Secondary | Master of arts in teaching program in subject area and teacher of students with disabilities | Since 2008 15 students per year in 17 content areas | The 33-credit master’s program is organized into three interrelated strands that integrate theory, technique, and practice in instruction and assessment. | The program culminates in a one-semester, full-time practicum in a classroom setting and a related, teacher-as-researcher course that includes an action research project. • Students complete a professional year during which they complete 120 hours of individual and small-group instruction (through either a pull-out/resource setting or implementation of tiered interventions in the partner school) followed by a full-time student teaching semester. Most candidates are placed in an inclusion classroom with a content area teacher (middle or secondary) and a Special Education teacher who are an established coteaching team (together for more than 2 years). They teach two full periods or blocks in the in-class support (inclusion) classroom and one period or block in a pull-out resource setting. The New Jersey Department of Education does not specify how much field experience candidates must have for the SPECIAL EDUCATION endorsement. Montclair ensures all candidates have rigorous experiences across environments, including inclusion teaching as dual educators. | Reference Jennifer Goeke goekej@mail.montclair.edu College accreditation data are collected through course-embedded assessments—including data on four benchmark performance assessments across the professional year: academic change (response to intervention/tiered interventions), inclusion unit planning and implementation, coteaching, and a culminating defense. A few articles and book chapters have been published, and an edited book about the U.S. Department of Education 325T grant project is forthcoming in 2017, titled Redesigning Special Education Teacher Preparation: Challenges and Solutions |
| New Mexico | |||||
| University of New Mexico 131-135 credits; 4 years. Program starts sophomore fall or spring Grades K-8 | Special Education (PK-12) and elementary education (K-8) | Since 1996 Approximately 30 students in a cohort | Coursework breakdown: • 16 student teaching credits • 57 credits prior to acceptance into dual program • 8 educational foundation • 30 SPECIAL EDUCATION • 30 general education • 24 content area teaching field Challenges: • Not enough available placements for elementary education candidates in inclusion environments Added a high school placement option for SPECIAL EDUCATION and encourages candidates to be in high school settings | The New Mexico Department of Education does not have a requirement concerning dual licensure and student teaching placement. The dual licensure program within the University of New Mexico requires student teaching placement across general and Special Education settings. Placement in inclusion settings is preferred, but is not always available. Candidates are placed in a K–8 setting for their general education semester, with preference toward students with disabilities in the classroom and where Special Education teachers provide services directly in the classroom. Candidates are placed in a PK–12 setting for their Special Education semester across all types of settings (e.g., general education inclusion, resource room, self-contained), with a priority toward general education inclusion. For the general education semester, candidates are placed in a setting aligned to their field (mathematics, science, social studies, and language arts). Additional Notes: • Candidates are not placed in separate schools for students with disabilities. • If placed in inclusion setting, candidates are offered the option to stay during the entire year—which most prefer—or are offered the following: – Complete one semester of student teaching in Special Education classroom and one semester in general education classroom – Complete 10 days of solo teaching in each placement or 20 days of solo teaching in an inclusion setting | Reference Erin Jarry ejarry@unm.edu Keefe, E. B., Rossi, P. J., De Valenzuela, J. S., & Howarth, S. (2000). Reconceptualizing teacher preparation for inclusion classrooms: A description of the dual license program at the University of New Mexico. Journal of the Association for Persons with Severe Handicaps, 25(2), 72–82. |
| New York | |||||
| Molloy College 5 years Grades 7-12 | Adolescent education (Grades 7–12) biology, English, mathematics, social studies, or Spanish and Special Education | n/a | • 37 credits specific to adolescent and Special Education – Apprentice: 13 credits – Preprofessional: 9 credits – Preprofessional semester: 9 credits • Separate requirements for content | • Semester of student teaching: – Half semester in a general education classroom – Half semester in a Special Education/inclusion classroom • Field experiences are with two different age groups: – One placement Grades 7–9 – One placement Grades 10–12 | Reference Student Teaching Description n/a n/a |
| Pace University Five-semester course of study Prepares candidates as 7–12 content area specialists in general and Special Education as well as Special Education “generalists,” which is consistent with New York teacher certification | Adolescent education (BA)/Special Education (MA) | Since 2013 10-12 students per year | Courses | Two student teaching components: • In undergraduate program in the content area (one semester) | Reference Leslie Soodak lsoodak@pace.edu Roberta Wiener Rwiener2@pace.edu Teacher preparation data are collected as follows: (a) key assessments across coursework (to meet Council for Exceptional Children and Interstate Teacher Assessment and Support Consortium Standards) and (b) field performance data from students, clinical supervisors, and mentors. Postgraduation data are collected as follows: (a) anecdotal reflections from graduates on their experiences in teacher preparation and (b) observation data of instruction after employment. Presentations concerning the development and design of the dual certification program were at relevant general and Special Education conferences. Data concerning graduate outcomes are currently being prepared to inform improvement. |
| Wagner College n/a Grades 1-6 | General education and students with disabilities and content: art, English, French, history, mathematics, music, natural science, philosophy, psychology, sociology/ anthropology, Spanish, or theater/speech | n/a | • General education requirements • Foundations of education (3 units; 65 hours) • Methods and content of education (5 units; 110 hours) • Student teaching (3 units; 440 hours) | • Professional experience: 175 hours • Student teaching: 440 hours • ED 560B Student Teaching: Inclusion/Childhood Grades 4–6. One unit. The teacher candidates’ preparation for teaching diverse children in Grades 4–6 culminates in a full-time, 7-week, 220-hour directed teaching experience in an accredited inclusion or self-contained classroom led by a teacher certified in the target certification area. | Reference Curriculum Suzanne Damato Suzanne.damato@wagner.edu n/a |
| North Carolina | |||||
| Elon University 132 credits minimum; 4 years Grades 9-12 | Special Education (general curriculum K–12) and a second license in general education, in one of the following licensure areas: Elementary (K–6) Middle (6–9) English (9–12) Mathematics (9–12) Science/biology (9–12) History (9–12) | Since early 1990s Currently there is one student in the program | • Core curriculum: 56-60 credits • Major (content): 94 credits • Education: 49 credits – Student teaching: 10 credits | Student Teaching: • Fall semester: two placements→one in content area and grade level, one in Special Education inclusion classroom • Candidates teach in the same inclusion class for 14–15 weeks, full time, spring semester • Candidates can elect to student teach in a resource room Edu 450. Teaching Diverse Learners In Middle And Secondary Schools: A 30-hour field placement in a diverse secondary classroom provides real world experience for students. | Reference Curriculum Lesley Henry lhenry7@elon.edu Collect data on candidates that assesses graduate performance; nothing published. |
| Ohio | |||||
| Bowling Green State University 128-130 credits; 4 years Grades K-12 | Intervention Specialist (IS) program with licensure in mild-moderate (MM) and moderate-intensive (MI) | First cohort started in 2013; currently 1,000 students in the program | Course Requirements | The candidates complete a full 2 years of methods and student teaching in inclusion classrooms. The candidates serve as intervention specialists in Year 1 and as a general education teacher in Year 2. | Resource Mary Murray mmurray@bgsu.edu Some manuscripts are published Chapter from: Blanton, L. P., Griffin, C. C., Winn, J. A., & Pugach, M. C. (1997). Teacher education in transition: Collaborative programs to prepare general and special educators. Denver, CO: Love. |
| University of Dayton Two concentrations of 24 or more semester hours 124 semester hours→4 years Grades 4-9 | Middle childhood grades (4-9) and intervention specialist (grades K-12) Mathematics Science Social Studies Reading/language arts | 2015 | Checklist of courses | Student teaching during senior year: • Middle Grades: 9 weeks – Intervention specialist: 6 weeks | Checklist Connie Bowman cbowman1@udayton.edu n/a |
| Oregon | |||||
| Portland State University 5 years Secondary | Secondary dual educator program | n/a | Program Course | Year 1: First term—Observing in both general and Special Education settings (10 hours/week) Second term—Applying new knowledge and skills directly with students with an individual education program (IEP) (10 hours/week) Third term—Half-time student teaching in Special Education (20 hours/week) Year 2: First term—Working with students with more significant disabilities and coteaching in an inclusion-content classroom (10-hour practicum/week) Second term—Half-time student teaching in general education (20 hours/week) Third term—Full-time student teaching in general education (40 hours/week) | Reference PowerPoint Fullerton, A., Ruben, B. J., McBride, S., & Bert, S. (2011). Development and design of a merged secondary and Special Education teacher preparation program. Teacher Education Quarterly, 38(2), 27–44. Randall L. De Pry rdepry@pdx.edu Fullerton, A., Ruben, B. J., McBride, S., & Bert, S. (2011). Evaluation of a merged secondary and Special Education program. Teacher Education Quarterly, 8(2), 45–60. Teaching for a New World: Preparing High School Educators to Deliver College- and Career-Ready Instruction. |
| Pennsylvania | |||||
| Arcadia University 133-134 credits; 4-4.5 years Grads 7-9 | Special Education and mathematics Special Education and English | Only a couple of students have done the Special Education and secondary dual certification | • Secondary education courses: 19 credits • Special Education courses: 21 credits • Fieldwork and student teaching: 15 credits • English total: 134 credits – Secondary: 40 credits – Additional: 42 credits • Total mathematics: 133 credits – Secondary: 49 credits Additional: 32 credits | Fieldwork and student teaching: 15 credits • Fall semester: 14 weeks full-time teaching in general education (inclusion) classroom • Spring semester: 14 weeks in Special Education practicum; teach for half day in Special Education classroom; other half of day is usually an English as a second language practicum | Reference Christine Miller millerc@arcadia.edu n/a |
| Point Park University 142 credits; 8 semesters (with student teaching) Grades 7-12 | Special Education dual certification option Subjects: biology, citizenship, English, mathematics, and social studies | 5 years in existence More than 10 students per year (about 50% of education majors choose dual certification) | • Example: Biology – Core curriculum: 42 credits – Major requirements: 100 credits » Math: 6 credits » Chemistry: 11 credits » Physics: 4 credits » Biology: 31 credits » Education: 21 credits Special Education: 27 credits | Student teaching—The state requires 12 weeks, but the university requires approximately 15 weeks Split placement: • 7 weeks Special Education placement • 7 weeks general education placement | Reference Janel Orwig jorwig@pointpark.edu Yearly report submitted to state annually and published at the state level. Follow up with graduates to track performance. |
| Utah | |||||
| Southern Utah University Provost emphasizes completing in 4 years, but secondary content areas sometimes require extra semesters Secondary (Grades 7-12) | Special Education mild/moderate dual licensure concentration: K–12 (complete either the elementary education major component (66 credits or the secondary education major and licensure component requirements; credits vary) | 8-10 years in existence 16 candidates in cohort | Practicum: throughout coursework | Student teaching: • Half of student teaching in regular classroom • Half of student teaching in inclusion classroom Other notes: Placement school determines candidates placement Challenge: High turnover rate of faculty—four faculty in the last 2 years; program is in transition | Reference Homepage Bart Reynolds reynolds@suu.edu Kim Mendenhall kimberlymendenhall@suu.edu n/a |
| University of Utah Four years; eight semesters Secondary (Grades 6-12 in six content majors) | "Integrated model" | 2008 | The core of the curriculum is grounded in the three-tiered model of instruction, universal design for learning, and evidence-based practice. | Field placements are viewed as an extension of coursework. | Hardman, M. L. (2009). Redesigning the preparation of all teachers within the framework of an integrated program model. Teaching and Teacher Education, 25(4), 583–587. Michael Hardman michael.hardman@utah.edu The program is held accountable for the quality and impact of its preparation programs on candidate performance. A continual feedback and improvement cycle is initiated at the initial preparation phase, during induction and across the early years of teaching. |
| Vermont | |||||
| The University of Vermont 21-credit dual endorsement option Grades K-8 Ages 7-21 | Special Education dual endorsement | n/a n/a | Candidates earn teacher licensure in chosen area (e.g., elementary education, middle level education, secondary education, art education, music education) along with endorsement as a special educator for students in corresponding age levels Courses in assessment, applied behavior analysis, early or adolescent literacy, and research-based instructional methods for including students with disabilities in general education classrooms | • 6-credit Special Education internship • Student teaching semester | Reference George Salembier George.Salembier@uvm.edu Leslie Colomb Leslie.Colomb@uvm.edu n/a |
