Comprehensive Curriculum for Students With Mild Handicaps

Abstract

derived from a realistic appraisal of potential adult outcomes of individual students; -focused on transitional needs across the life-span; -sensitive to graduation goals and specific diploma track requirements.The importance of this topic at the secondary level has been articulated by many teachers anecdotally, identified through studies of secondary special education settings (e.g., Halpern & Benz, 1987), and can be inferred from discouraging national statistics on graduation, drop-out, and employment rates (e.g., Department of Education, 1987;Edgar, 1987;Neel, Meadows, Levine, & Edgar, 1988).The recurring need is for innovative and relevant curricula that address the features listed above.Three major topics are the focus of this article.Initially a description is presented of current and emerging curricular models for students with learning-related disabilities, accompanied by an evaluation of their effectiveness.Second, mcuson Exceptional children FOCUS ON EXCEPTIONAL CHILDREN (ISSN00J5-511X)(USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children.This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CIJE) and the quarterly index, Exceptional Children Education Resources (ECER).It is also available in microform from Xerox University Microfilms, Ann Arbor, Ml.Subscription rates: Individuals, $24 per year; institutions, $30 per year.

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