Abstract:
This study was developed to review the different curricula that were being used in the semi-dependent classroom and the effects, if any, these curricula were having on the semi-dependent graduate. The study was further developed to see if there were any significant differences between the curricular areas being taught in these classrooms and the teachers' beliefs of the importance of these areas. Twenty semi-dependent Kansas classroom teachers participated in the study. They were chosen on the basis of having graduates over the last two years and being willing to participate. Each teacher completed a questionnaire consisting of eight questions ranging from the location of their classroom to what their graduates were doing at the present time. The data concerning the study were analyzed and tabulated. It was found that there was no significant difference in the curricula areas being taught in the semi-dependent classroom and the teachers· beliefs on which of these areas were important. Also discovered was the fact that there was no significant difference in the success of the semi-dependent graduate as measured by the curricula being used. With both the fundamentals and the life time skills curricula, it was found that most of the graduates are living at home and are either in sheltered workshops or are without any outside employment. Many teachers and professional persons could gain valuable knowledge from this study. It shows that most teachers in the field have the same beliefs regarding the areas of importance in teaching the semi-dependent, but that there are different philosophies in what areas are of most importance. It also shows that the curricula being used in the semi-dependent classrooms are not having much effect on the success of the graduates. If common beliefs and philosophies can be discovered, then actions can be taken to improve the development of a curriculum which would most benefit the semi-dependent student.
