DESCRIPTORS

This study examined the literature and state policies concerning noncategorical certification of special education teachers. First, the issues are identified and include services organized around the categorical conditions defined in Federal law, the tendency of categorical certification to adversely affect teacher supply and limit administrative flexiW.lity, and the tendency of too broad certification to result in teachers poorly qualified to teach the range of categories. Research on differentiating characteristics of mild handicapping conditions generally shows only slight differences between the mentally retarded, learning disabled, and mildly emotionally disturbed. Research on instructional methods consistently fails to indicate that different approaches to instruction are needed for different categories of mildly handicapped students. States have tended to move toward more noncategorical certification raising some concerns about adequate training. Teacher