Presented is the final report of a project to plan a field teacher training program for preparing educators to work as social change agents with particular emphasis on preventing handicaps. The report is divided into two parts: Part I on the general schemes of the field teacher training model and the methods and procedures employed in its development; and Part II which presents supporting concepts and analyses of the field teaching model. Covered in chapter 1 are philosophical and conceptual foundations for the training of field teachers in human differences and social systems, Theoretical foundations of training, and a description of the field training model in terms of its four major components (explanatory statements about relationships among independent and dependent program variables, directions for planning an individualized learning program, the substance of the program, and relationahips between affective and cognitive domain changes). Reviewed in Chapter 2 are the two types of procedures (administrative arrangements and the construction and testing of field teaching models) which were used to complete the project. The role which special education plays in developing the field teaching model is examined in Chapter 3. Outlined in Chapter 4 is the social science model of handicaps. An analysis of the model's development and the issues, propositions, and hypotheses which make up the field teacher training model are presented in Chapters 5 and 6. Also included are appendixes (with information on such topics as ideal field teacher training program content), charts, and tables. (SB)