| Summary: | The rationale for noncategorical as opposed to categorical preparation of teachers of mildly handicapped students is delineated. Pupil progress data, collected as part of a noncategorical teacher education program, are presented to demonstrate that students served in categorical settings are actually alike in terms of their academic problems and that students in different categories are responsive to direct, data-based instruction. Problems and considerations in establishing noncategorical teacher preparation programs and service delivery systems are outlined. Skill areas to be addressed in preparing noncategorical special educators to work with students with learning and behavior problems are discussed. A description is given of the Resource/Consulting Teacher Program, a noncategorical teacher preparation program at the University of Illinois. Individual pupil progress data can be obtained from Idol-Maestas.
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