The USU Mild/Moderate Distance Degree and Licensure Program: Where We've Been and Where We're Going

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that in...

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Bibliographic Details
Published in:Rural special education quarterly 2009-06, Vol.28 (3), p.18-22
Main Authors: Glomb, Nancy, Lignugaris/Kraft, Benjamin, Menlove, Ronda Rudd
Format: Article
Language:English
Subjects:
Behavior
Behavior Patterns
Colleges & universities
Course Content
Design
Distance learning
Learning
Rural areas
Rural schools
Special education
Special Education Teachers
Students with disabilities
Teacher Shortage
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Summary:Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded to other areas of the state in an effort to provide accessibility to qualified individuals for whom financial and family obligations preclude their ability to enroll in and attend a traditional campus-based program. Currently, 108 individuals have graduated from the program and are employed in 27 Utah school districts. In this article, the authors discuss the development of the distance program over the past decade, what worked, and future directions in distance education delivery at Utah State University.
ISSN:8756-8705
2168-8605
DOI:10.1177/875687050902800305