This study investigated the communication preferences indicated by parents and teachers of emotionally disturbed students in a selected sample from four states. A chi-square test of independence was used as the means of rational analysis of the responses to a questionnaire listing the 20 most common types of communication used by parents and teachers. Responses from the parents and teachers indicated that their preferences differed at the .05 level of significance on half (10) of the types of communication. Priority rankings of preferences from highest to lowest for both groups were also reported.
Given the current public discontent with education, doctoral level programs, including those in special education, should be scrutinized. This article describes concerns that led one faculty to rethink its doctoral level preparation program in behavior disorders. That process, as well as the resultant program content, are detailed. Doctoral students in behavior disorders are active participants in the design and pursuit of a program of study that blends the acquisition of theory and research skills with a carefully developed set of practitioner skills in teacher education.
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