The critical features of effective pre-service special education teacher preparation programs: A case study of the special educator endorsement programs in the state of Oregon

All children should have qualified teachers, but this need is amplified when a student has a disability. Roughly 11% of all students have a disability of some kind as defined by IDEA. Unfortunately, the low level of adequately prepared teachers has been described as "severe and chronic" in the field of special education. To address this need, the state of Oregon has eight universities that have Special Educator Endorsement Programs. Due to the high levels of accountability placed on all states by the NCLB, the effectiveness of all special education teacher preparation programs have come into question.; The purpose of this case study is to determine if the Special Educator Endorsement Programs in the state of Oregon utilize the critical program features necessary for effective pre-service special education teacher preparation programs. Two research questions have been formulated: (1) based on a literature review of reliable educational research compiled in the past 15 years, what are the critical program features necessary for effective pre-service special education teacher preparation programs?; (2) based on the elements identified as the critical program features necessary for effective pre-service special education teacher preparation programs, does the state of Oregon utilize these critical program features in the Special Educator Endorsement Programs?; The literature review conducted revealed that there are four primary sources of information detailing the features necessary for effective pre-service special education teacher education programs programs. Information was obtained from these sources: the Council for Exceptional Children; the Center on Personnel Studies in Special Education; the President's Commission on Excellence in Special Education; and the Oregon Teacher Standards and Practices Commission (TSPC).; To conduct this case study two semi-standardized interviews and a questionnaire were formulated based on the identified critical features necessary for effective pre-service special education teacher education programs. To analyze the response provided by TSPC and the Special Educator Endorsement Programs, a narrative and a table format were developed. These formats permitted me to analyze the responses provided in a comparative manner, thus permitting me to define commonalities as well as differences across the Special Educator Endorsement Programs.