Preparing Professionals in Low-Incidence Disability Fields: Federal and State Strategies to Address Critical Shortages
Kay Alicyn Ferrell, Ph.D.
National Center on Low-Incidence Disabilities
What are the issues?
"(3) DEFINITION.--In this section, the term 'low incidence disability' means--
(A) a visual or hearing impairment, or simultaneous visual and hearing impairments;
(B) a significant cognitive impairment; or
(C) any impairment for which a small number of personnel with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a free appropriate public education."
IDEIA of 2004, Section 662(c)
Highly qualified what?
- Teachers of Students who are Deaf and Hard of Hearing
- Teachers of Student who are Deafblind
- Teachers of Students with Significant Support Needs
- Teachers of Students with Visual Impairments
- Others . . .
Teacher preparation involves:
- Specialized skills (e.g., braille, sign, knowledge of medical supports)
- More credit hours (generally more than the Master"s degree"s 30 hours)
- Extensive field work
Teachers prepared for
a variety of roles:
- Itinerant
- Resource room (usually found only in large cities)
- Inclusive classes
- Separate classes
- Specialized schools
Teachers prepared for a heterogeneous population:
- Typical cognitive development
- Total blindness to "near-normal" vision
- Total deafness to hard of hearing
- Multiple disabilities
- "No two alike," but
- "More alike than different."
But, not enough of them . . .
Meaning of Highly Qualified is Clear, When:
- Teaching in specialized class;
- Teaching in resource room; or
- Teaching in specialized school.
Meaning of Highly Qualified is Ambiguous, when:
- Teaching is itinerant;
- Teaching is consultative; or
- Teaching assignment (caseload) changes.
Where do you draw the line?
"A special education teacher who provides only consultative services to a highly qualified teacher . . . Should be considered a highly qualified special education teacher if such teacher meets the requirements of Section 602(10(A). Such consultation services do not include instruction in core academic subjects but may include adjustments to the learning
environment, modifications of instructional methods, adaptation of curricula, the use of positive behavioral supports and interventions, or the design, use or implementation of appropriate accommodations to meet the needs of individual children."
House Report 779, 108th Cong., 2nd Session 171 (2004)
How does one classify braille?
- A medium for reading? or
- Reading itself?
How does one classify Nemeth mathematics code?
- A medium for doing mathematics?
- Mathematics itself?
How does one classify sign?
- A medium for communication, or
- An essential element of a Deaf studies curriculum?
- A bridge to literacy?
Where does the classroom teacher leave off, and the low-incidence teacher begin?
Can the classroom teacher teach these specialized skills?
- Can the classroom teacher teach these specialized skills?
- Does the classroom teacher want to?
- Would the classroom teacher then be considered highly qualified if he or she did?
Teaching is different:
- More than adjustments to the learning environment;
- More than modifications of instructional methods;
- More than adaptation of curricula;
- More than use of positive behavioral supports and interventions;
- More than accommodations . . .
Teaching children with low-incidence disabilities means:
- Interpretation;
- Explanation;
- Building relationships to concepts;
- Different perspectives:
- Non-visual or limited visual
- Non-auditory/visual -- augmented auditory
- Spoken language or sign
- Non-motoric
- Mediation
Fears
- Waivers
- 2 states already waive residential schools from the highly qualified requirements
- Inclusion compromised
- Children with more severe disabilities placed in more restrictive environments
- "Highly Qualified" fluctuates from year-to-year and student-to-student
More Fears
- Shortage of low-incidence teachers becomes even more acute
- Why would anyone do this to themselves?
Regulatory language that may help:
The special educator for students with low-incidence disabilities:
- "Is consistently supported by a strong IEP team that meets regularly to ensure that student content standards are being met; OR
- Consistently maintains a documented direct reporting relationship with a related academic content-area teacher; OR
- Is team teaching with a "Highly Qualified" academic core content teacher."
Guidance for Highly Qualified Teachers in Colorado (2005)
For more information on low-incidence disabilities, see: