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 language | English |
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Pages (from-to) | 294-306 |
Number of pages | 13 |
Journal | Education and Training in Autism and Developmental Disabilities |
Volume | 51 |
Issue number | 3 |
State | Published - Sep 1 2016 |
Bibliographical note
Publisher Copyright:© Division on Autism and Developmental Disabilities
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology