ABSTRACT
Special education researchers over the past several decades have identifi ed a number of highly effective treatments for students with mild disabilities in areas such as reading (Swanson, 1999), writing (Rogers & Graham, 2008), math (Kroesbergen & Van Luit, 2003), and content area learning (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). Yet, these effective treatments, however well validated, are of little practical utility without a force of highly trained personnel, competent to carry them out. In this chapter, we discuss signifi cant issues in the preparation of special education teachers, including supply and demand, the components of effective teacher licensure programs, essential knowledge and skills for beginning and expert special education teachers, and challenges for beginning special educators.
