Issues in Program Design for Elementary Students with Mild Retardation: Emphasis on Curriculum Development

Abstract

With substantial changes in the population of students identified as mildly retarded over the past 15 years and with discouraging findings from follow-up studies on their adult outcomes, it is necessary to design a school curriculum that is consistent with students’ long-term needs. Based on the concept of “subsequent environments as an attitude,” important issues in the development of appropriate curricula for elementary students who are mildly retarded are discussed. Primary attention is given to the variables that may influence vertical and horizontal transitions for these students.

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