The Methodological Content of Teacher Education Programs in Learning Disabilities: A Problem of Duplication

Abstract

This article features the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps. The data describe the relative emphasis of an array of methodologies for remediation taught in major required methods courses. Results indicate that many of the dominant methodologies are those that are commonly included in programs of general teacher education. Further, within a given course, the range of methodologies stressed include those that have proven effective, as well as those proven to be ineffective for remediating learning problems. The article concludes with a discussion of the implications of these results for preparation of teachers of learning disabled and mildly handicapped students.

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