This paper describes the development and implementation of a professional practicum for teachers of the mentally retarded at Glassboro State College. Initially a two-week assignment in 1965-1966 focusing on residential and public school special classes, the program evolved into a comprehensive professional semester during the junior year in 1966-1967. This expanded practicum includes diverse field experiences in residential schools, regular grades, and special education classes across multiple school districts, alongside integrated coursework, aiming to enhance the practical application of theory in teacher preparation for students with mental retardation.
Norman R. Hafemeister (Wed,) studied this question.