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| Education and Training in… | 6 |
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| Wehmeyer, Michael L. | 2 |
| Agran, Martin | 1 |
| Altman, Reuben | 1 |
| Bashinski, Susan | 1 |
| Blanchard, Caryl | 1 |
| Gumpel, Tom | 1 |
| Kanagawa, Linda | 1 |
| Knowlton, Earle | 1 |
| Lance, G. Denise | 1 |
| McDonnell, John | 1 |
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| Journal Articles | 6 |
| Information Analyses | 3 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
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| Primary Education | 1 |
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Peer reviewedGumpel, Tom – Education and Training in Mental Retardation and Developmental Disabilities, 1994
Social skills training practices for persons with mental retardation are summarized, along with reasons for their lack of maintenance and generalization. A cognitive-behavioral definition and model of social competence and social skills are described, which unify social learning concepts with recent research and practice and focus on their utility…
Descriptors: Behavior Modification, Cognitive Restructuring, Definitions, Generalization
Peer reviewedMcDonnell, John – Education and Training in Mental Retardation and Developmental Disabilities, 1998
Discusses some of the issues associated with effective instruction for students with severe disabilities enrolled in general education classes. It is argued that developing a valid technology of instruction will require the field to reconceptualize our current model of teaching and learning for this group of students. (Author/CR)
Descriptors: Elementary Secondary Education, Inclusive Schools, Instructional Effectiveness, Learning Strategies
Peer reviewedAgran, Martin; Blanchard, Caryl; Wehmeyer, Michael L. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
The Self-Determined Learning Model is designed to teach adolescent students to set goals, take action on those goals, and adjust their goals and plans as needed. The program resulted in dramatic changes in 17 of 19 students (ages 14-19), at levels that exceeded teachers' expectations. Additional social validation data from both students and…
Descriptors: Goal Orientation, Instructional Design, Mental Retardation, Program Effectiveness
Peer reviewedKnowlton, Earle – Education and Training in Mental Retardation and Developmental Disabilities, 1998
Discusses and exemplifies the process of personalizing a curriculum for students with developmental disabilities that is characterized by a rational, responsible, and responsive approach to planning and delivering support in integrated educational settings. Presents two compatible models of delivery: Cooperative Teaching and Community-based…
Descriptors: Curriculum Design, Curriculum Development, Delivery Systems, Elementary Secondary Education
Peer reviewedAltman, Reuben; Kanagawa, Linda – Education and Training in Mental Retardation and Developmental Disabilities, 1994
Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic…
Descriptors: Classroom Environment, Developmental Disabilities, Kindergarten, Mainstreaming
Peer reviewedWehmeyer, Michael L.; Lance, G. Denise; Bashinski, Susan – Education and Training in Mental Retardation and Developmental Disabilities, 2002
This article presents a multi-step process and multi-level model to promote access to the general curriculum for students with mental retardation. It discusses the incorporation of the following universal design principles: equitable use, flexible use, simple and intuitive use, perceptible information, tolerance for error and low physical and…
Descriptors: Academic Accommodations (Disabilities), Access to Education, Curriculum Design, Educational Principles
