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Journal of Disability Policy Studies
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Lost in Translation?

Educating Secondary Students With Mild Mental Impairment

Emily C. Bouck

Michigan State University, bouck{at}purdue.edu

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.

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Journal of Disability Policy Studies, Vol. 18, No. 2, 79-87 (2007)
DOI: 10.1177/10442073070180020401
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This Article
Right arrow Abstract Freely available
Right arrow Free Full Text (Free PDF) Free
Right arrow Alert me when this article is cited
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Services
Right arrow Email this article to a friend
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Right arrow Alert me to new issues of the journal
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Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Bouck, E. C.
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Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?