Although the importance of practicum experiences in preservice teacher education programs has been well established, these experiences frequently do not receite the attention and supervision necessary to promote successful outcomes (Haberman, 1983; Warger & Aldinger, 1984; Zeichner, 1990). A practicum supervision model that facilitates quality supervision and practicum experiences for preservice teacher candidates in the area of severe disabilities is presented in this article. The model has been systematically developed and components have been and are being empirically validated.
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O’Reilly et al. (1994) studied this question.
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