Programs for training teachers of the learning disabled frequently seek to specify the competencies needed for adequate on-the-job performance. Dissatisfaction with the competency-based approach springs from the belief that it might foster a technician-oriented teacher, one more concerned with procedures than with children. Though competency-based teacher training programs need not theoretically ignore humanistic concerns, it is all too easy not to recognize the needs of both teacher and child and their interaction when specifying measurable competencies. This interesting report of a teacher training program describes the integration of humanistic and competency-based orientations. — G.M.S.
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