An Ecological Perspective to Training Teachers of the Behaviorally Disordered: Where Are We Now?

Abstract

This investigation examined the extent to which an ecological perspective is taught to teachers of the behaviorally disordered. Questionnaire data were obtained on 139 undergraduate and 144 graduate special education programs. Respondents provided information on course hours and field activities in six training areas common to an ecological approach. Results indicated that (a) components of an ecological approach are included in training programs for teachers of the behaviorally disordered; (b) the relative emphasis on both course hours and practice is similar for undergraduate and graduate trainees; and (c) variables that can be controlled in the classroom accounted for the bulk of the course hours and field-based activities. The data represent a quantitative standard against which future changes in programs may be measured. Future research should focus on the quality of teacher preparation and the relative importance of specific ecological components in preparing teachers to work with behaviorally disordered students.