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.
Get full access to this article
View all access options for this article.
References
1.
AltmanR.MeyenE. L.Research needs with severely/profoundly retarded: An interactive model. Education and Training of the Mentally Retarded, 1976, 11, 147–150.
2.
BurtonT. A.HirshorenA.The focus of responsibility for education of the severely and profoundly retarded. Psychology in the Schools, 1978, 15, 52–56.
3.
CruickshankW. M.QuayH. C.Learning and physical environment: The necessity for research and research design. Exceptional Children, 1970, 37, 261–268.
4.
GuessP. D.HornerR. D.The severely and profoundly handicapped. In MeyenE. L. (Ed.), Exceptional children and youth: An introduction. Denver: Love Publishing, 1978.
5.
GuskinS. L.SpickerH. H.Educational research in mental retardation. In EllisN. R. (Ed.), International review of research in mental retardation (Vol. 3). New York: Academic Press, 1968.
6.
HirshorenA.BurtonT. A.Teaching academic skills to trainables: A study in tautology. Unpublished manuscript, 1979. (Available from author, College of Education, The University of Georgia, Athens.)
7.
KirkS. A.Research in education. In StevensH.HeberR. (Eds.), Mental Retardation: A review of research. Chicago: University of Chicago Press, 1964.
8.
OreloveF. P.Administering education for the severely handicapped after PL 94-142. Phi Delta Kappan, 1978, 59, 699–702.
9.
PetrieD. S.The development of special education in Scotland since 1950. In DockrellW. B.DunnW. R.MilneA. (Eds.) Special education in Scotland. Edinburgh: Scottish Council for Research in Education, 1978.
10.
RagoW. V.ClelandC. C.Future directions in the education of the profoundly retarded. Education and Training of the Mentally Retarded, 1978, 13, 184–186.
11.
SmithJ. O.ArkansJ. R.Now more than ever: A case for the special class. Exceptional Children, 1974, 40, 497–502.
12.
SontagE.BurkeP. J.YorkR.Considerations for serving the severely handicapped in the public schools. In AndersonR. M.GreerJ. G. (Eds.), Educating the severely and profoundly retarded. Baltimore: University Park Press, 1976.
13.
StainbackS.StainbackW.MaurerS.Training teachers for the severely and profoundly handicapped: A new frontier. Exceptional Children, 1976, 42, 203–210.
14.
WarrenS. A.Academic achievement of trainable pupils with five or more years of schooling. Training School Bulletin, 1963, 2, 75–86.
15.
WolfensbergerW.The principal of normalization. In BlattB.BiklenD.BogdanR. (Eds.), An alternative textbook in special education. Denver: Love Publishing, 1977.
