A Hierarchy of Competencies for Teachers of Emotionally Handicapped Children

Abstract

Descriptions of the characteristics necessary for effective teaching of emotionally handicapped children often emphasize personal giftedness. During a four year teacher training program at the UCLA Neuropsychiatric Institute School, a hierarchy of competencies for such teachers was formulated which shifts the focus from educational artistry to trainable competencies. In order of importance, the teacher of the emotionally handicapped should be objective, flexible, structured, resourceful, a social reinforcer, a curriculum expert, and an intellectual model.