Abstract
This study compares the opinions of teacher educators, teachers, and state directors of special education with re gard to curriculum topics they believe important for inclusion in teacher educa tion programs. Teacher educators were represented by chairpersons in special education departments in colleges and universities. Teachers were represented by practicing special education class room teachers and were randomly selected from a national pool. State directors were represented by the per son holding the highest leadership post in special education within each state department of education in the various states. A rating instrument was con structed from concepts and topics found in the professional literature. The instru ment covered 25 curriculum topics, with each topic rated for importance using a five point bipolar scale. Data analysis was completed by a Kruskal-Wallis Analysis of Variance of Ranks and by comparative rankings. Specific findings relative to the topics surveyed are dis cussed in the paper.
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