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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
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/23877216
Page Count: 10
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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