This article examines the University of Utah's approach to preparing teachers of students with disabilities for change in the schools. A rationale for why teachers must understand the change process is presented in the context of both government-mandated and school-based reform movements. The discussion describes the basic components of what teacher candidates examine in coursework and field experiences at the University of Utah in understanding the process of change. These include professional roles, socio-technical systems analysis, cultural perspective, and ongoing technical support.
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