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Preparing mentally retarded students for mainstreaming: priorities of regular class and special school teachers
J Hanrahan1, W Goodman, S Rapagna
1Department of Educational Psychology and Counselling, McGill University, Montreal, Quebec, Canada.
American Journal of Mental Retardation : AJMR
|March 1, 1990
Abstract:
An inventory to assess instructional priorities when preparing young mentally retarded children for mainstreaming was administered to special school and regular class teachers. Regular class teachers placed a significantly higher priority on two of five academic areas and one of four behavioral problem areas than did the special school teachers.