Abstract
Important issues pertaining to educating the preservice undergraduate special educator are discussed by critically analyzing so-called scholarly literature from a nontraditional, multidisciplinary perspective. Diagnostic-prescriptive teaching methodologies are found to be inadequate once again, and suggestions are provided to expand the field's consciousness level by using new and different information sources that are currently neglected by practicing professionals. A practicum-evaluation form is proffered as a sacrificial lamb to the reality of present day mainline/mainstream special education literature.
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