What does this research mean for the field?

The historical development of secondary education programs for educable mentally retarded students has been primarily influenced by evolving employer roles, the expansion of school services, and ongoing debates regarding general versus specific skill training. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To explore the early development and influences on secondary education programs for the educable retarded.

May 20, 2026Education and training of the mentally retarded

Secondary Education for the Retarded: A Brief Historical Review

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Authors

CKCharles J. KokaskaCalifornia State University System

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Implication

Historical review highlights factors that influenced secondary education and vocational training for educable retarded individuals.

Key Points

To explore the early development and influences on secondary education programs for the educable retarded.
Historical analysis of secondary programs for the educable retarded.
Examination of roles of employers and school services in vocational training.
Review of data on enrollments and vocational placements during the 1965-1966 school year.
Identified key influences on the growth of secondary education programs.
Described the evolution of work experience programs focusing on skill training.
Presented data on the enrollment and job placements for urban special programs in 1965-1966.

Cite This Study

Charles J. Kokaska (1968) studied this question.

synapsesocial.com/papers/6a0d4e9df03e14405aa99c5a https://doi.org/10.1177/001312376800300103

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Secondary Education for the Retarded: A Brief Historical Review

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Implication

Key Points

Cite This Study

Secondary Education for the Retarded: A Brief Historical Review

Discussion

Member takes

Implication

Key Points

Cite This Study

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