College administrators and teacher edu cation faculties currently are confronted with the task of determining how best to respond to the demand for more rigor ous academic standards, while at the same time attempting to modify pro gram requirements to provide an equal opportunity for the learning disabled and other handicapped students. The purpose of this paper is to identify the characteristics of the learning disabled, to examine the underlying legal issues presently affecting teacher education, and to propose equitable guidelines and procedures for ensuring quality preser vice training for the learning disabled.
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