There is a paradigm shift in the role of education, ushering in a new era where the emphasis has to be on getting our children ready for their future roles in society. One needs to be mindful of the fact that we have to look at the child today in the setting 2020 and cater to the advancement and developmental changes that are likely to change the way the world will be poised then.

Schools thus play a very important role in shaping the future and destiny of a child which brings us to the theme “School choice – foundation for life”. This conference aims to address some of the challenges facing the stakeholders and ponders over the alternatives before us so that the best way forward can be crystallized. Special education was originally a classroom full of kids who for one reason or another, couldn’t learn at the pace of their original classmates, or who had behavioral problems. Today there are several categories of special education and in most states, licenses to match those categories. That means special education teachers face an additional educational component for licensure

and when they obtain it, will most likely be paid at a higher scale than regular classroom teachers. The options for obtaining special education licensure are usually the traditional educational institutions because of the requirement for supervised classroom work that is a feature of any teacher education program. However there are a few schools with online programs that are accredited by the Teacher Education Accreditation Council (TEAC) or by the National Council for Accreditation of Teacher Education (NCATE). The University of North Carolina offers several online programs for licensed teachers.

The East Carolina campus has a master’s program for licensed teachers that leads to a MAEd with emphasis on one of the following: mental retardation, emotional/behavioral disabilities, learning disabilities, or low-incidence disabilities. The Chapel Hill campus has a MAT program with general training in special education for students with mild disabilities. The Western Carolina campus offers an online MAEd with three tracks: mild disabilities, severe disabilities, and gifted children. The University of Massachusetts Online (UMassOnline) has several special education options. There is a Master of Education in special education for children with impaired vision, and a MEd in vision rehabilitation.

A MEd in Curriculum & Instruction is available with emphasis on children with autism. There is also a certificate program for Behavioral Intervention with Autistic Students. The University of North Texas and the University of Minnesota/Mankato both have graduate certificate programs in special education. Florida State University offers the Master of Science in Special Education with specialization in severe disabilities (autism and severe cognitive disability), early childhood special education (birth through age 5 years), and high incidence disabilities. The University of Kentucky and Gonzaga University both have online graduate degrees in special education. The University of Missouri/Columbia offers a MEd in Mental Health Practices in Schools, desi

gned for both teachers and administrators. Most of these programs are designed to meet teacher licensing requirements in the state where the campus is located; however there is a license reciprocity agreement for teachers with at least 33 states as participants. There are a few exclusively online schools with accredited special education programs; the first to achieve NCATE recognition is Western Governors University, which also offers several K-12 teaching degrees that meet licensure standards.

This change is part of a broader shift that is creating tension — a tension that is especially visible in Idaho but is playing out across the country. Some teachers, even though they may embrace classroom technology, feel policy makers are thrusting computers into classrooms without their input or proper training. And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved. “

Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.” In Idaho, teachers have been in open revolt.

They marched on the capital last spring, when the legislation was under consideration. They complain that lawmakers listened less to them than to heavy lobbying by technology companies, including Intel and Apple. Teacher and parent groups gathered 75,000 verified signatures, more than was needed, to put a referendum on the ballot next November that could overturn the law. 
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