Abstract
Preservice training programs in rural areas are frequently limited in the use of field-based training options for training teachers to work with students with behavior disorders. Some of the limitations students encounter as a result are discussed, followed by specific college teaching techniques designed to assist students in developing the competencies needed to begin student teaching. The article describes the use of case studies, role playing, computer simulations, videotapes, and learning packets rather than “hands-on” experience.
Get full access to this article
View all access options for this article.
