Field experiences represent an increasingly significant part of most preservice special education programs. However, traditional forms of field experience, which require full-time extended stays at single sites, are not always in the best interest of nontraditional students. These students, many of whom possess a rich history of previous employment and life skills, may be best served in individualized field activities that take into account both their logistical needs and their existing skill levels as practitioners. Five alternatives to the traditional field experiences are defined, described, and contrasted in this paper. These are (a) infusion of experiences within content courses, (b) traditional experiences offered during the summer session, (c) working practica, (d) roving practica, and (e) specialized field-experiences. It is argued that these alternatives, alone or in combination, can provide appropriate field experiences for many nontraditional students. However, it is also indicated these alternatives may require programmatic and operational changes in the way teacher educators view and administer field experiences. Specifically, it is suggested that collaboratave partnerships with SEAs and LEAs can be the vehicle for making individualized field experiences for nontraditional students rewarding, feasible, and cost-effective.

These findings may provide critical information pertaining to predictive factors of participation for parents, educators, and professionals who work with children with autism.