Implementation of Previous Research on Competency-Based Practicum in Special Education at USU

Abstract

There is a very real need for exploration and development of alternative approaches to special education (Lilly, 1971). Some have questioned the necessity of teachers receiving preservice training at teacher education institutions (Popham, 1971). Schwartz (1971) suggested that teachers need special training before being placed in a diagnostic-prescriptive teaching situation. The recent trend is to integrate the special student into the regular classroom. This requires that special educators be trained to perform specialized assessment and provide remedial instruction for a variety of exceptional children in a way that is compatible with regular classroom routine and procedure (Burrello, Tracy, and Schultz, 1973).