Abstract
This article is an initial, condensed report of a two year study on undergraduate teacher preparation in special education. It compares a new approach which is noncategorical and competency based and uses extended field activities with a more traditional method. Data were collected for experimental and control groups in the areas of attitudes, self concept, knowledge in special education, and teaching performance. Where significant differences emerged, they often favored the control group. Data judged more specific to the project goals were significantly higher for the experimental subjects. These data and student interest formed the basis for program modifications and a continuation of the new approach.
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