The influx of severely and profoundly retarded students into community based public education programs has unquestionably called for a cadre of teachers who possess the knowledge and skills to teach these students. The onus of responsibility for preparing competent personnel rests on colleges and universities. At this critical stage in history, Susan and William Stainback analyze, question, and react to some of the emerging trends and new priorities that are developing and influencing the quality of teacher training program structures. Susan Stainback is a former teacher in the area of mental retardation and has had numerous other involvements in thisfield in theform ofresearch, publications, consultancies, and conference presentations. William Stainback has been associate professor of special education at the University of Northern Iowa, Cedar Falls. In other professional capacities, he has served locally and nationally in The Council for Exceptional Children and as a consultant to many school districts throughout the United. States. His writing concentrates heavily on teaching methodologiesfor seriously handicapped children. Both husband and wife are presently on thefaculty of Exceptional Student Education, Florida Atlantic University, Boca Raton. One of their responsibilities at Florida Atlantic is the development of a personnel preparation program for prospective and practicing teachers of severely and profoundly handicapped students.
Jordan et al. (Fri,) studied this question.
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