Abstract
The exclusion of vocational rehabilitation concepts within education programs is a problem which is attracting considerable attention. This article by Julius S. Cohen explores the historical antecedents of vocational rehabiliation services and the limitations of current patterns of programing which stem from social educational influences. A model of instruction for teachers is presented to suggest ways of meeting some of the needs identified.
Dr. Jack C. Dinger discusses the value of practical experience in relation to special education teacher prearation. One project is the Slippery Rock State College Laboratory School for Exceptional Children which serves to bridge the gap between the theory of the college classroom and the fulltime, direct experience of the off campus student teaching assignment. The procedures, values, and benefits of the Laboratory School in the teacher training program are presented in this article.
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