Study Citation: Courtade, G.R., Servilio, K., Ludlow, B. L., Anderson, K. (2010) Highly Qualified Teacher Requirements of Special Educators: Perceptions of West Virginia Stakeholders, Rural Special Education Quarterly, 29, 3.
The name of the quantitative study under examination is Highly Qualified Teacher Requirements of Special Educators: Perceptions of West Virginia Stakeholders (Courtade, Servilio, Ludlow, & Anderson, 2010). In the United States as well as many other countries, teacher training has changed over time. Along with demands for more accountability, and the No Child Left behind Act, (107th Congress, 2002) teachers and students face increasing pressure to show improvement on standardized tests. Students with special needs have not been exempt from these pressures (107th Congress, 2002).
The basis for the problem is that since there is so much emphasis placed on results for students and teachers alike, the more training faculty has, the better prepared they are to meet those challenges., The problem remains that first, the No Child Left Behind Act (henceforth NCLB) includes a provision that teachers must be “highly qualified” (Courtade, Servilio, Ludlow & Anderson, 2010).
Second, due to the economic crisis in the world today, lack of funding may preclude jobs under such status (Singh & Stoloff, 2008). From an international perspective, Turkey fills positions particularly in special education with retired teachers, class teachers or graduates from various faculties of education (Nartgun, 2010). If their results are unsatisfactory, our own administrations might have similar concerns in the U.S. The broad area of inquiry is teacher training and the danger is
reduced funding to all but particularly in special education where specialized skills are needed most.
Clarity and Completeness. The problem is described in a clear way. Districts have struggled in finding...