How Much Time Should Students with Severe Intellectual Disabilities Spend in Regular Education Classrooms and Elsewhere?

This article presents principles, options, and factors to consider when determining the amount of time and the kinds of instruction that should be provided to students with severe intellectual disabilities in regular education classrooms and other settings. These include intellectual ability; chrono...

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Bibliographic Details
Published inJournal of the Association for Persons with Severe Handicaps (JASH) Vol. 16; no. 1; p. 39
Main Author Brown, Lou
Format Journal Article
LanguageEnglish
Published 01.03.1991
Subjects
Decision Making
Elementary Secondary Education
Instructional Development
Mainstreaming
Severe Mental Retardation
Student Educational Objectives
Student Placement
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Summary:This article presents principles, options, and factors to consider when determining the amount of time and the kinds of instruction that should be provided to students with severe intellectual disabilities in regular education classrooms and other settings. These include intellectual ability; chronological age; related services; parent/guardian/student priorities; and personnel qualities. (Author/DB)
ISSN:0274-9483
DOI:10.1177/154079699101600105