Preparing mentally retarded students for mainstreaming: priorities of regular class and special school teachers.
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.
Hanrahan
J
J
Department of Educational Psychology and Counselling, McGill University, Montreal, Quebec, Canada.
Goodman
W
W
Rapagna
S
S
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*