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Instructional needs and curriculum for the mildly retarded secondary student

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Title	Instructional needs and curriculum for the mildly retarded secondary student
Author	Thomas, Janis Marie
Subject	Children with mental disabilities--Education (Secondary)
Abstract	Mildly retarded secondary students have no less the same dreams as their nonhandicapped peers. However, too often secondary curricula fall short of helping these students to achieve successfully even a small part of their dreams. Secondary programs are often in limbo trying to serve students who are too old for early intervention and too young for adult service programs. Traditionally, the outcomes of many secondary programs for mildly retarded students have been defined in terms of the number of skills that students learn to perform in the classroom. These skills are meaningless unless they can be generalized to real-life situations. Vocational training and community education can help to provide opportunities for transference. Unfortunately, the outcome of most secondary programs has not allowed these individuals to obtain a quality of life comparable to their nonhandicapped peers. The truth is that secondary curriculum for mildly retarded students appears to have very little, if any, impact on their eventual adjustment to community life. There is a large dropout rate of special education students--over 30%. Of those who remain and graduate, very few obtain employment with a salary above minimum wage. Many families view their special needs graduate as largely unemployed, physically inactive, socially isolated, and fully dependent on family resources with little or no outreach to community involvement. The strong emphasis on academic skills has not adequately prepared the educable mentally retarded (EMR) student for employment options and community living. Secondary curriculum models for EMR students appear to be in need of serious rethinking, revamping, and effective implementation. Part of the problem stems from the struggle educators have had in deciding what is the most effective placement for mildly retarded students. It still remains an unresolved issue after more than fifty years of study and debate.
Date submitted	1992
Date accepted	1991-10-01
Type	text
Format	application/pdf
Source	Cardinal Stritch University Library
Original ID	M.A.ED. 753
Degree	Master of Arts in Education (Special Education)
Advisor	Kowalski, Gabrielle, Sister
Degree granting institution	Cardinal Stritch College
Relation	Digital reproduction print version available in Cardinal Stritch University Library storage room.
Full-text searchable	yes
Publication type	Research Paper (RP)
Language	eng
Digital production information	Scanned as black and white in reflective mode with Epson 10000XL at 600 DPI.
Original item format	iv, 136 pages, figures
Rights	Open access (work accessible by anyone creator and university retain rights. Please credit source).
Date Digitized	2013-01-04