Lost in Translation
Educating Secondary Students With Mild Mental Impairment
Bibliographic Data
| ID | 12364633 |
|---|---|
| Authors | Emily C Bouck (0000-0002-0515-7627, Michigan State University, corresponding author) |
| Year | 2007 |
| Volume | 18 |
| Issue | 2 |
| Pages | 79-87 |
| Publication date | 2007-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/10442073070180020401 |
| OpenAlex | W2012002491 |
| Language | EN |
| References cited | 29 |
Educational policies have a deep impact on the education of students. This article examines No Child Left Behind, the President's Commission on Excellence in Special Education, and the Individuals With Disabilities Education Improvement Act of 2004 for their intended and unintended consequences with respect to secondary students with mild mental impairment. The author discusses issues of highly qualified teachers, accountability, and evidence-based practice as they relate to this population of students and also addresses curriculum and instructional environments for this population. The author concludes by raising issues that practitioners and institutions of higher education need to consider, as well as questions that need to be explored in future research
Accountability · Commission · Curriculum · Excellence · Medical education · Pedagogy · Political science · Population · Public relations · Raising (metalworking · Sociology · Special education · Unintended consequences · Collaborative Teaching and Inclusion · Disability Education and Employment · Education Discipline and Inequality · Law · Medicine · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |