By: Edward A. Polloway, Jacqueline Lubin, J. David Smith, and James R. Patton
Intellectual disability has been considered a high incidence disability in special education since the inception of the field in the United States. The purpose of this article is to evaluate current educational programs and practices for students who historically and commonly have been referred to as having mild mental retardation. The article examines mild intellectual disabilities within the context of historical trends, current developments, and future directions in terminology, definition, prevalence, educational environments, and transitional services. Recommendations for educational practices and future research directions are discussed.