Training Teachers For The Severely And Profoundly Retarded: An Accountability Model

Authors

S. Stainback, University of Northern Iowa
W. Stainback, University of Northern Iowa
R. Schmid, University of Northern Iowa
L. Courtnage, University of Northern IowaFollow

Document Type

Article

Journal/Book/Conference Title

Education and the Training of the Mentally Retarded

Volume

12

Issue

2

First Page

170

Last Page

173

Abstract

It is the opinion of the authors that the best way to solve these problems is to confront them daily. This confrontation can take place while maintaining fairness in grading practices for trainees, if current measurement and evaluation limitations are kept firmly in mind. Due to the increased precision required in teaching the severely and profoundly retarded, it is imperative that professionals in teacher education begin developing working models for accountability. With the implementation of such models along with continuous evaluation and modification through experience and research, many problems in teacher training that exist today may be alleviated.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-1977

Recommended Citation

Stainback, S.; Stainback, W.; Schmid, R.; and Courtnage, L., "Training Teachers For The Severely And Profoundly Retarded: An Accountability Model" (1977). Faculty Publications. 5059.
https://scholarworks.uni.edu/facpub/5059