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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
Stable URL: http://www.jstor.org/stable/23877216
Page Count: 10
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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
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Abstract

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.

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