Interdisciplinary team training: a national survey of special education teacher training programs.

With. the advent of Public Law 94-142, the interdisciplinary team has acquired responsibilities not previously associated with more traditional team operations. The team approach has received recent criticism concerning costeffectiveness and the issue of whether teams are more effective than other approaches. Indications are that many of the barriers to effective team operations will continue unless there is a greater coMmitment'fromhthose responsible for preservice education. A survey was conducted, nationally to determine the number of colleges and universities involved in team training and the manner in which training is provided. Results indicate that 48% of the 360 responding institutions do not offer team'training. 'Of those programs with team training, the majority infuse the training components into existing courses/practica. Among other findings: the majority of institutions (where interdisciplinary training is offered) require team training of special education majors; team training com ponents follow closely to team operations found in school settings; and very little inservice team training is given by special education teacher trainers. This article also draws implications for teacher trainers and their relationships to school districts.