Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

中文翻译：

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有学习障碍或情感/行为障碍的学生的教师资格认证范围和学业成绩

特殊教育证书被用作研究，实践和政策中教学质量的指标。这项研究调查了在受到特殊教育认证的老师教的几年中，有学习障碍（LD）或情绪/行为障碍（EBD）的中小学生在州数学和英语语言艺术（ELA）评估中是否得分更高。在特殊教育和其他领域具有双重认证，与普通教育认证的教师教书的年份相比。对于大多数学生群体而言，学业成绩似乎与教师认证类型无关。拥有LD和更高学术技能的学生似乎比ELA的普通教育认证老师拥有双重认证的老师受益。当由特殊教育认证的老师而不是通识教育认证或双重认证的老师教给成绩较差的EBD学生时，他们的数学成绩会更差。讨论了特殊教育教学质量指标的含义。