The volume focuses on best practices in specific areas of programming for mentally retarded students which teachers and support service personnel must address before considering curriculum content. The first of three sections consists of four chapters focusing on the following philosophical considerations: characteristics of students with mental disabilities and the programs which serve them; infusing career education into the special education curriculum; including the community as part of the classroom; and least restrictive environment. Seven chapters in Section 2, "Instructional Strategies," discuss keys to effective teaching strategies, environments for learning, curriculum planning and scheduling, record-keeping, changing student behavior, incentives for learning, and measuring student performance through the Individualized Education Program (IEP). The final section, entitled "Support Personnel," explains the role and function of support service staff, discusses parent involvement, and reviews the use of paraprofessionals in the classroom. The first of two apppendices provides an example of an intermediate agency/local district plan for least restrictive education, and the second describes Iowa certification requirements for support service personnel. (JW)