The purpose of this study was to contrast university views with those of practitioners in defining professional preparation program efforts for secondary special educators. The impetus for the study was the paucity of secondary special education preparation programs (distinct from elementary, with clearly identifiable course patterns] in university catalog copy in the six states that comprise the US Department of Health, Education, and Welfare's Region Five.

Discrepancies were noted between administrators in local education agencies and those in universities on three issues: fa) the preparation of secondary special educators in language remediation, (b) the restructuring of the standard K-12 teaching certificate into a K-6 and 7–12 licensure, and (c) the identification of teaching competencies necessary to the successful implementation of mainstreaming.

本研究的目的是将大学的观点与从业者的观点进行对比，以确定中等特殊教育工作者的专业准备计划工作。这项研究的推动力是在美国卫生、教育和福利部第五区的六个州的大学目录副本中缺乏中等特殊教育准备课程（与小学不同，具有清晰可识别的课程模式）。

地方教育机构的管理人员和大学的管理人员在三个问题上存在差异：fa) 中等特殊教育工作者在语言补救方面的准备，(b) 将标准 K-12 教学证书重组为 K-6 和 7– 12 执照，以及 (c) 确定成功实施主流化所必需的教学能力。