Little evidence exists to support the efficacy of existing programs for the preparation of teachers of the educable mentally retarded. Results of one survey, plus the opinions of several authorities, indicate the desirability of a clinical approach in a teacher education program. An outline for such an approach is suggested, with particular emphasis on ample opportunities for clinical preparation prior to student teaching.
Get full access to this article
View all access options for this article.
References
1.
BlattB. (1962). Some observations and questions concerning an unstudied problem in special education. Training School Bulletin, 59, 121–131.
2.
BlattB. (1964). Measuring and modifying behavior of special education teachers. Mental Retardation, 2, 339–344.
3.
CainL. F. (1964). Special education moves ahead: a comment on the education of teachers. Exceptional Children, 30, 211–217.
4.
CarrikerW. R. (1965). Review of significant research in teacher education. In The Council for Exceptional Children, New frontiers in special education: selected convention papers. Washington, D. C.: Author, pp. 256–259.
5.
DunnL. M. (1963). Exceptional children in the schools. New York: Holt, Rinehart, and Winston.
6.
HeberR. F. (1963). Standards for the preparation and certification of teachers of the mentally retarded. Mental Retardation, 1, 35–37, 60–62.
7.
JohnsonG. O. (1962). Special education for the mentally handicapped—a paradox. Exceptional Children, 29, 62–69.
8.
KirkS. A. (1953). What is special about special education?Exceptional Children, 19, 138–142.
9.
KirkS. A. (1964). Research in education. In StevensH. A. & HeberR. (Eds.), Mental retardation: A review of research. Chicago: University of Chicago Press, pp. 57–99.
10.
KirkS. A., & BatemanB. (1962). Diagnosis and remediation of learning disabilities. Exceptional Children, 29, 73–78.
11.
KrauseI. B. (1963). Requirements for teachers of mentally retarded children in the fifty states. Mental Retardation, 1, 38–40, 62–64.
12.
LordF. E., & KirkS. A. (1950). The education of teachers of special classes. In HenryN. B. (Ed.), The forty-ninth yearbook of the National Society for the Study of Education, part II: the education of exceptional children. Chicago: University of Chicago Press, pp. 103–116.
13.
MackieR. P., WilliamsH. M., & DunnL. M. (1957). Teachers of children who are mentally retarded (US Office of Education Bulletin, 3). Washington, D. C.: Government Printing Office.
14.
MedleyD. M., & MitzelH. E. (1959). Some behavioral correlates of teacher effectiveness. Journal of Educational Psychology, 50, 239–246.
15.
MeisgeierC. (1965). The identification of successful teachers of mentally or physically handicapped children. Exceptional Children, 32, 229–235.
16.
PeterL. J. (1965). Prescriptive teaching. New York: McGraw-Hill.
17.
SarasonS. B., DavidsonK. S., & BlattB. (1962). The preparation of teachers: An unstudied problem in education. New York: Wiley.
18.
Southern Regional Education Board. (1960). Reciprocal certification for teachers of the south's exceptional children. Atlanta, Georgia: Author.
19.
SparksH. L., & BlackmanL. S. (1965). What is special about special education revisited: The mentally retarded. Exceptional Children, 31, 242–247.
