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Impact of Factors on Curriculum and Instructional Environments for Secondary Students with Mild Mental Retardation

Emily C. Bouck
Education and Training in Developmental Disabilities
Vol. 40, No. 3, Special Conference Issue Best Practices for Practitioners (September 2005), pp. 309-319
Stable URL: http://www.jstor.org/stable/23879724
Page Count: 11
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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.
Impact of Factors on Curriculum and Instructional Environments for Secondary Students with Mild Mental Retardation
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Abstract

This study examined factors associated with the curriculum and instructional environments for secondary students with mild mental retardation, based on teacher report. A survey was mailed to 378 secondary special education teachers in Michigan. Teachers provided demographic information and answered questions regarding curriculum and instructional environments for secondary students with mild mental retardation. Teacher variables were found to have no association with the curriculum or instructional environments primarily used for secondary students with mild mental retardation; yet the school variable of size was found to have a relationship with instructional environments. Overall this study examined and extended the question what factors are related to the curriculum and instructional environments for secondary students with mild mental retardation.

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