A Clinical Teacher Model for Interrelated Areas of Special Education

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Abstract
A teacher preparation model for interrelated areas in special education is described. The model provides (a) behaviorally defined specifications of competencies desired, (b) criterion measures for assessing entry and proficiency, and (c) instructional options available for achieving these objectives. A program is outlined for teacher education from the junior undergraduate level through the master's degree, with possible doctoral level extension. Evaluation of the model is twofold and concerns the project's effectiveness in teacher preparation and eventually, in pupil gains. The model synthesizes the common competencies necessary for teachers in interrelated areas of special education.