Article1979

The Education of Severely and Profoundly Retarded, Children: Are We Sacrificing the Child to the Concept?

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Behavioral and Psychological Studies Disability Education and Employment Down syndrome and intellectual disability research

Abstract

The mandate of Public Law 94-142 has precipitated some divergent thinking among professionals relative to its implementation. The authors have developed a position to provide a forum for discussion of this issue as it relates to educational programing for the severely and profoundly retarded. Their position focuses on three basic issues involving anticipated levels of learning, personnel training, and the appropriate locus of educational services for the severely and profoundly retarded.

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1999Peer Acceptance of Included Students with Disabilities as a Function of Severity of Disability and Classroom Composition 2018Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports 1991How Much Time Should Students with Severe Intellectual Disabilities Spend in Regular Education Classrooms and Elsewhere?1979On a Distinction, between the Education of the Severely and Profoundly Handicapped and a Doctrine of Limitations 2024Unintended Consequences of Special Education and Consideration of Change

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