ERIC Number: ED342192
Record Type: Non-Journal
Publication Date: 1990-Sep
Reference Count: N/A
Curriculum Issues in Secondary School Programs for Students with Mild Disabilities.
This paper identifies curriculum and instructional issues in secondary school programs for students with mild disabilities, describes some promising lines of ongoing research, and recommends long and short term research, development, and demonstration activities for support by the federal Office of Special Education Programs. The first section reviews the status of research on this population highlighting such problems as severe academic deficits, inadequate interpersonal skills, and a high dropout rate. Research comparing effects of intensive academic remediation with effects of emphasizing vocational skills and academic survival skills is recommended. The second section describes a comprehensive alternative curricular model with four components: (1) intensive instruction in reading and mathematics; (2) explicit instruction in survival skills; (3) successful completion of courses required for graduation; and (4) explicit planning for life after high school. Finally, research is reviewed and specific recommendations are made for further research in the areas of curriculum content (e.g., thinking skills, language arts, science); alternative forms of testing (curriculum based measurement, portfolio assessment, multiple strategies approach); the classroom environment, and goal and standard setting by both students and teachers. (65 references) (DB)
Descriptors: Basic Skills, Classroom Environment, Course Content, Curriculum Development, Dropout Prevention, Education Work Relationship, Educational Change, Evaluation Methods, Goal Orientation, Government Role, High Schools, Instructional Development, Mild Disabilities, Models, Remedial Instruction, Research and Development, Research Needs, Student Characteristics, Student Educational Objectives, Student Evaluation, Transitional Programs
Publication Type: Guides - General; Opinion Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: COSMOS Corp., Washington, DC.