EDUCATORS SPECIALIZING IN CORRECTIONAL EDUCATION MUST BE ABLE TO DESCRIBE THE SYSTEM OF COURTS AND LEGAL JUSTICE, DEMONSTRATE SKILLS IN INDIVIDUALIZED INSTRUCTION, DEMONSTRATE COMPETENCY IN USING DIAGNOSTIC TECHNIQUES COMMON TO SPECIAL EDUCATION TESTING, ANALYZE PERSONAL NEEDS OF CLIENTS, DOCUMENT EXPERIENCE IN CORRELATING OCCUPATIONAL AND CAREER PLACEMENT, ILLUSTRATE KNOWLEDGE OF MULTICULTURAL ISSUES, IDENTIFY PROBLEMS AND ISSUES IN CORRECTIONS OR ALTERNATIVE EDUCATION, DEMONSTRATE THE ABILITY TO CREATE WORKABLE ALTERNATIVES TO INSTRUCTIONAL AND SOCIAL PROBLEMS OF CLIENTS, AND PRESENT INFORMATION THAT LOGICALLY INDICATES THE HISTORY AND FUTURE OF SCHOOL NEEDS. AWARENESS OF THE IMPACT OF HISTORICAL ANTECEDENTS AND OF THE COMPLICATED TASK OF DESIGNING A TEACHER TRAINING PROGRAM FOR CORRECTIONAL EDUCATORS REVEALS SEVERAL FACTORS: CORRECTIONAL EDUCATORS MUST NOT BE NAIVE OR INFLEXIBLE; TEACHER CERTIFICATION, PROGRAM APPROVAL, AND FUNDING SOURCES MUST BE CONSIDERED; A WORKABLE COMBINATION OF THEORY AND PRACTICAL EXPERIENCE IS REQUIRED; AND AN INTERDISCIPLINARY ATTITUDE AND KNOWLEDGE OF REPORTS AND RECOMMENDATIONS ARE USEFUL. THE CORRECTIONS AND ALTERNATIVE EDUCATION PROGRAM AT WESTERN ILLINOIS UNIVERSITY IS BASED ON FIVE GOALS: (1) DEVELOPMENT OF INSTRUCTORS SPECIFICALLY SKILLED IN THE INDIVIDUALIZATION OF INSTRUCTION; (2) PROVISION OF TEACHERS WITH BROAD KNOWLEDGE ABOUT SOCIALLY DEVIANT STUDENTS; (3) PREPARATION OF TEACHERS WHO ARE FLEXIBLE IN PERSONAL RELATIONSHIPS AND SKILLED IN INTERPERSONAL COMMUNICATIONS; (4) DEVELOPMENT OF PRODUCTIVE LIAISONS WITH PROFESSIONALS IN CORRECTIONS AND ALTERNATIVE EDUCATION FIELDS; AND (5) PROJECTION OF A WILLINGNESS AND CAPACTIY TO PROVIDE RESEARCH AND CONSULTATIVE EXPERTISE TO SERVICE AREAS OF NEED. REFERENCES ARE INCLUDED. (DEP)