The Ideal and the Real: The Working Out of Public Policy in Curricula for Severely Handicapped Students

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Abstract
Increasingly, public policy requires that appropriate educational programs for severely handicapped students employ a functional approach to teaching content and prepare students for futures in competitive employment. This study examines how teachers' interpretations of this policy shape their curricular decisions, and, in turn, might shape future policy. The teachers find the demands of competitive employment and productivity too stringent for many students who have too few marketable skills and too little time left to acquire them. Discussion centers on how teachers' attempts to reconcile student ability with productivity threaten the success of reform for many of the very students such reform is designed to help.

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