Curriculum Needs of Students with Mild Intellectual Disabilities: Implications for Teachers and Teacher Educators.Reportar como inadecuado




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Individuals from a spread of stakeholder groups (i.e., teachers, parents, peers, employers, carers and agency professionals, administrators, and taxpayers) responded to six paragraph-length portraits describing schooling experiences of students with mild intellectual disabilities (MID). Supplementary interviews and surveys were also carried out. Research questions focused on the needs of MID students, concurrence in the perceptions of stakeholders with regard to such needs, and the curriculum available to MID students and discrepancy between needed and undertaken curricula. Results indicated that: (1) non-academic skill and content domains were clearly favored over the traditional academic curriculum domains; (2) teachers felt frustration at not knowing what occurred at earlier or later levels of schooling, not knowing how workplaces operate, and being unable to have enough of their eligible students participate in alternative programs; (3) employers favored a more significant proportion of academic skills involvement than did other stakeholders; (4) at least 3 years of vocational preparation was required for students with MID; and (5) students developed a more personal locus of control following engagement in workplace programs. Implications for classroom teachers and implications for teacher educators and teacher professional development are listed. Copies of questionnaires, including the six portraits describing students' schooling experiences, are appended. (Contains 18 references.) (JDD)

Descriptors: Curriculum Development, Educational Needs, Elementary School Teachers, Elementary Secondary Education, Employer Attitudes, Foreign Countries, Higher Education, Inservice Teacher Education, Mild Mental Retardation, Needs Assessment, Parent Attitudes, Preservice Teacher Education, Questionnaires, Secondary School Teachers, Teacher Attitudes, Teacher Educators











Autor: Andrew, Rob; Williamson, John

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11220&id=ED375121







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