You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teacher Behavior in Classes for the Mentally Retarded and Multiply Handicapped: A Comparative Analysis
Robert A. Gable, Jo M. Hendrickson and Clifford C. Young
Education and Training of the Mentally Retarded
Vol. 19, No. 1 (FEBRUARY 1984), pp. 54-63
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/23877216
Page Count: 10
You can always find the topics here!Topics: Teachers, Special education, Intellectual disability, Teacher education, Syntactical antecedents, Instructional materials, Students, Children, Classrooms, Mental training
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Knowledge of classroom practices for exceptional students is limited. The purpose of this investigation was to document teacher planning and instruction for the mentally retarded and multiply handicapped. Data were obtained by interviewing teachers on their planning activities and by observing their classroom instruction. The results demonstrate that teachers engage in virtually the same instructional acts regardless of diagnostic label (i.e., MR versus MH) or teacher training model (i.e., categorical versus noncategorical). Descriptive data on teacher classroom practices is presented and discussed in light of current literature on the needs of the severely handicapped.
Education and Training of the Mentally Retarded © 1984 Division on Autism and Developmental Disabilities