The Evolution of a Non-Categorical Competency-Based Special Education Methods Course

Abstract

Research on competency-based teacher education has concentrated upon the dimension of performance evaluation. Although the question of whether or not trainees are proficient in the skills taught is critical, student evaluation of training components may be even more important in guiding short-term training program management The present study traces the development of a special education methods course, showing the relationship of course changes to formative evaluation via systematic student input.