What does this research mean for the field?

Educators of mentally retarded students face complex, evolving political, economic, and social challenges that necessitate continuous adaptation and the development of new educational interventions. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

The discussion aims to identify and analyze the challenges that educators face in supporting mentally retarded students.

May 20, 2026

Cec Eric's the Now Way to Know: Current Issues and Problems: A Conversation Withjeptha V. Greer and Betty A. Hare about the Challenges Facing educators of Mentally Retarded Students

Puntos clave

The discussion aims to identify and analyze the challenges that educators face in supporting mentally retarded students.
Engagement in dialogue between Dr. Betty A. Hare and Mr. Jeptha V. Greer about education challenges.
Examination of both historical and contemporary problems in the education of mentally retarded students.
Consideration of political, economic, social, ecological, and ethical dimensions impacting special education.
Identified new demands for interventions due to changes in the environment affecting educational practices.
Highlighted the need for continuous professional development and resource generation among educators.
Discussed various unresolved issues that complicate the educational landscape for mentally retarded students.

Resumen

Some of the challenges facing educators of mentally retarded students are of recent origin. Others are old problems of unresolved issues. The problems involve political, economic, ecological, social, and ethical decisions concerning the life styles and ultimate fulfillment of retarded people living in a complex world. Because demands made by changes in the present day environment may require new types of intervention for appropriate behavior to occur, it is important that professional educators continually study, seek out, and generate the best resources available. Dr. Betty A. Hare, President of the CEC-MR Division, and Mr. [eptha V. Greer, Executive Director of the Council, discuss some of these considerationsfrom their perspectives as special educators as well as from their positions in the professional organization. Dr. Hare is currently assistant professor in the Department of Social Sciences, Indian River Community College, Fort Pierce, Florida. Prior to this, she was professor and chairperson of the Department or Special Education, Temple University, Philadelphia, where she received her M.Ed. degree in 1969 and an Ed.D degree in 1972. She is a former teacherof educable mentally retarded children and director of a us Office of Education project, Individualizing Instruction [or Mentally Retarded Learners. Other professional responsibilities have included serving as an associate editor of Exceptional Children and a department editor of Education and Training of the Mentally Retarded. Prior to assuming his position at CEC Headquarters in Reston, Virginia, Mr. Greer was Director of Special Education and Assistant Superintendent of Supporting Instructional Services, DeKalb County School SyJtem, Georgia. Earlier in his career he taught educable mentally retarded students in Charlotte, North Carolina, was afaculty memberof Washington University, St. Louis, Missouri, and was Supervisor of Mental Retardation in St. Louis County. Mr. Greer has served as president of the CEC Atlanta Area Chapter, the Georgia Federation, and the Georgia Council of Administrators I!f Special Education. He was a fellow under Public Law 85-926 at George Peabody College in Special Education Administration and received a general education administration certificate through the University of Georgia.

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