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May 20, 2026Education and training in mental retardation

Too High, Too Low, Too Young: An Ethnography of Teachers’ Curriculum and Instruction Decisions for Students with Severe Disabilities

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Authors

MBMichael P. BradyOxford Institute for Energy StudiesSLSharon A. LinehanUniversity of HoustonWNWilliam L. NeilsonUniversity of Arkansas at Fayetteville

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Implication

Qualitative study uncovers factors affecting instructional practices for students with severe disabilities, suggesting areas for improvement.

Key Points

  • This study aims to explore what influences teachers’ instructional decisions for students with severe disabilities.
  • Conducted ethnographic interviews and observations
  • Examined teachers' perceptions of their instructional activities
  • Compared perceptions to actual classroom actions
  • Identified four key themes: curriculum consistency, instructional consistency, administrative support, and time and effort.
  • Found that teachers perceive their roles as crucial in delivering effective practices.
  • Noted discrepancies between teachers’ perceptions and their classroom actions.

Cite This Study

Brady et al. (1992) studied this question.

synapsesocial.com/papers/6a0d5098f03e14405aa9c859https://doi.org/10.1177/104298599202700407
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Also Consider

Synapse has enriched 3 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1The Individualized Curriculum Sequencing Model: Effects on Skill Acquisition and Generalization1988 · 16 citations
  2. 2Why Triangulate?1988 · 799 citations
  3. 3State Variation in Placement of Children with Handicaps in Segregated Environments1989 · 98 citations