title: Preparing mentally retarded students for mainstreaming: priorities of regular class and special school teachers.
abstract: An inventory to assess instructional priorities when preparing young mentally retarded children for mainstreaming was administered to special school and regular class teachers. Regular class teachers placed a significantly higher priority on two of five academic areas and one of four behavioral problem areas than did the special school teachers.
authors.affiliation: Department of Educational Psychology and Counselling, McGill University, Montreal, Quebec, Canada.
authors.forename: J
authors.initials: J
authors.lastname: Hanrahan
authors.forename: W
authors.initials: W
authors.lastname: Goodman
authors.forename: S
authors.initials: S
authors.lastname: Rapagna
mesh_terms: D002648:Child; D003479:Curriculum; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000534:rehabilitation*; D008282:Mainstreaming, Education / Q000379:methods*