Abstract
One of the central elements of teacher training programs in special education is the practicum experience. In October, the Journal published a description of a humanistic competency-based training program which focused on the content of instruction. The present paper is concerned with the structure of teacher training, specifically, the practicum experience. This model is geared to providing the student with varied, yet intensive, experience in diagnosis and remediation. The author describes various aspects of the practicum model which distinguish it from university clinic-based practica and from traditional student teaching practica in the public schools. With the monies for special education under the Education for All Handicapped Children Act (PL 94-142) earmarked for local and state control as opposed to university control, university programs must be structured to provide teacher training experiences more directly responsive to community needs. The practicum structure described in this article has the additional feature of involving university faculty directly with the practicum site staff and the university students. This arrangement enables greater quality control over practica as well as encourages university personnel to maintain their own applied capabilities. — G.M.S.
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