ABSTRACT
In developing countries innovative frameworks for special education teacher training need to be developed in response to increased demands for services, changes in educational knowledge, changes in service delivery systems and changes in enrolment patterns. The effectiveness of highly specialised teacher training programmes intended to meet the needs of students with severe handicapping conditions is not being questioned. Special education training is frequently provided at the post-certificate level, but not necessarily at the degree level. An additional problem which often arises when training programmes are established with the use of external funds is that when the money is exhausted the programmes are discontinued because of the lack of government funds for their maintenance. The provision of special educational training is particularly susceptible to economic influences in developing countries. Methods of teaching in many teacher training institutions in developing countries do not facilitate the development of skills appropriate to the needs of 'special children'.
