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Inclusion: Empirical Guidelines and Unanswered Questions.
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Wilson, Barbara A. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
Guidelines for the inclusion of students with severe disabilities in general education programs include (1) respecting parent and student preferences regarding programming; (2) fostering the general-education teacher's sense of empowerment, control, and support; (3) facilitating friendships among children; and (4) structuring classrooms to…
Descriptors: Classroom Environment, Educational Practices, Educational Principles, Elementary Secondary Education
Individuals with Mild Mental Retardation: Postsecondary Outcomes and Implications for Educational Policy.
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Patton, James R.; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1996
This article analyzes educational policy for students with mild mental retardation in terms of four important outcomes: (1) successful employment; (2) development of independence; (3) the acquisition of life skills; and (4) successful involvement within the school and community. Inhibitors of successful outcomes are identified, and federal and…
Descriptors: Daily Living Skills, Education Work Relationship, Educational Policy, Employment