Lost in Translation?

Abstract

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.