| Sumario: | During the academic year 1969-70, as part of an ESEA, Title VI-B project, the author prepared a monograph entitled, "Teacher Education and the Educationally Handicapped:…" At the request of the Journal of Learning Disabilities that monograph has been adapted for serialization in this issue and the next two issues. The purpose of the series is to help clarify major issues and problems related to preparing teachers to meet the educational needs of youngsters who manifest learning/behavior problems. There is an attempt to deal with such specific questions as: Who is qualified to teach youngsters who manifest such problems? What, how, and where should such teachers be taught? Should there be a special credential for such teachers? In exploring these and other relevant concerns, an effort has been made throughout this presentation to include enough bask definitions, conceptualizations, and references, and enough detailed examples to make the series a useful primer for the reader who is just becoming acquainted with the area of teacher education. At the some time, however, specific positions are taken on many of the issues, and suggestions and views are offered regarding how some problems might be resolved; it is hoped that these specific formulations will be of interest and value to the professional whose experiences have taken him beyond the primer level. A thorough discussion of the subject, "Teacher Education and Youngsters with Learning Problems" is, of course, beyond the scope of this series of articles. However, I believe that a reasonable and useful understanding of this topic can accrue from a clarification of some of the major issues and problems which are most directly related to the recruitment, education, and retention of (1) high quality educational personnel in general, and (2) high caliber professionals to work with pupils who manifest learning/behavior problems in particular. To this end, this presentation encompasses a discuss/on of basic issues and problems con- fronting any teacher education program. The second installment of the series focuses on some major problems related to recruiting, admitting, and maintaining education professionals. The third and final installment is devoted to clarifying additional issues and problems which arise specifically in connection with the preparation of education professionals for working with pupils who manifest learning/behavior problems.
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