Five essential features of quality educational programs for students with moderate and severe intellectual disability: A guide for administrators

Robert Pennington, Ginevra Courtade, Monica Delano, Melinda Jones Ault

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may have little specialized knowledge in this area. The authors outline five essential features of quality educational programs for this population and provide a framework upon which building administrators can assess and support local programs.

Original languageEnglish
Pages (from-to)294-306
Number of pages13
JournalEducation and Training in Autism and Developmental Disabilities
Volume51
Issue number3
StatePublished - Sep 1 2016

Bibliographical note

Publisher Copyright:
© Division on Autism and Developmental Disabilities

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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