The preparation of teachers of retarded children has been seen as a critical factor in the effectiveness of special education classes for educable mentally retarded children and youth. This study suggests a strategy for the evaluation of a specific course in a preparation program for such teachers. Major areas of analysis included self concept of ability as a teacher, opinions about mental retardation, and satisfaction with a teacher preparation program. Subject variables included the length of course enrollment and academic status at the time of the course. It was found that course enrollment does produce change and that length of course enrollment is a factor in such change.
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