The Methodological Content of Teacher Education Programs in Learning Disabilities: Clearly Specialized and Impressively Current — Another View of Pugach and Whitten's Survey Results
Conclusion: We believe the field owes Pugach and Whitten a debt of gratitude for conducting their survey of methodological content in teacher preparation programs in LD/mild handicaps. The field can only benefit from further research of this type. In addition to determining course content, future research should also ask the more difficult questions: Are preparation programs in LD/mild handicaps effective in training preservice special educators to apply the instructional approaches they emphasize (whatever they may be called)? Can learning disabilities professionals play a useful role in getting regular educators to replicate the application of research-based instructional strategies to prevent so many children from failing in the first place?