Impact of Factors on Curriculum and Instructional Environments for Secondary Students with Mild Mental Retardation

Abstract

This study examined factors associated with the curriculum and instructional environments for secondary students with mild mental retardation, based on teacher report. A survey was mailed to 378 secondary special education teachers in Michigan. Teachers provided demographic information and answered questions regarding curriculum and instructional environments for secondary students with mild mental retardation. Teacher variables were found to have no association with the curriculum or instructional environments primarily used for secondary students with mild mental retardation; yet the school variable of size was found to have a relationship with instructional environments. Overall this study examined and extended the question what factors are related to the curriculum and instructional environments for secondary students with mild mental retardation.