| Abstract: | The preparation of teachers of behaviorally disordered children remains a challenge for university training programs. The origins of the problem can be found in the medical model adopted by special education which allowed for the development of various schools of thought which suggested panaceas to deal with all problems. Unfortunately, the problem of preparing teachers to work in a variety of settings with a wide range of behaviorally disordered children still exists. To meet these problems, it is suggested that a framework of teacher preparation which included competence in educational assessment, remedial teaching, and behavior management would provide the skills essential for effective programming in a variety of treatment settings. The content for these skill areas should represent a careful integration of components from a variety of theoretical approaches. The result should represent a comprehensive, functional delivery system which meets the pragmatic demands of those delivering services to the behaviorally disordered child. |
