Given the current public discontent with education, doctoral level programs, including those in special education, should be scrutinized. This article describes concerns that led one faculty to rethink its doctoral level preparation program in behavior disorders. That process, as well as the resultant program content, are detailed. Doctoral students in behavior disorders are active participants in the design and pursuit of a program of study that blends the acquisition of theory and research skills with a carefully developed set of practitioner skills in teacher education.
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