A Response to Evolving Practice in Assessment and Intervention for Mildly Handicapped Adolescents

Abstract

This paper examines the developmental history of programs for mildly mentally retarded and learning disabled adolescents. Curriculum/instructional alternatives are discussed and a rationale presented for consideration of a student's educational history when making instructional decisions. This rationale is predicated on the perspective that many mildly handicapped students have not been subjected to intensive instruction during their school years despite having received special educational services. Characteristics of intensive instruction and options for the implementation of such instruction is presented.