Methods are examined for developing an instructional program in social studies for students with mental disabilities. A natural arena for teaching social studies--the community--provides a setting where basic skills can be applied to increase students' knowledge of the social, economic, and political environments in which they will be participating. A basic framework of scope and sequence in regular education social studies is identified. Methods for determining the appropriateness of the regular social studies curriculum are offered. For those students for whom the regular curriculum can not be adapted, alternative curricular approaches are given, with the goals of integrating other curriculum areas, being community-based, and emphasizing relevant life skills. Guidelines are presented for determining which instructional methods are most appropriate for given students. Tables list: scope and sequence in general education social studies, adaptations/modifications, curriculum fusion at elementary and secondary levels, curriculum concepts that can form the basis of a customized K-12 social studies program for students with mental disabilities, easy reading materials, and learning activities. Six tables are included. (JDD)