A Preliminary Evaluation of the Academic Achievement and Social Adjustment of EMRs in a Nongraded School Placement. Studies in Learning Potential, Volume 2, Number 23.

Autor/inn/en	Gottlieb, Jay; und weitere
Institution	Research Inst. for Educational Problems, Cambridge, MA.
Titel	A Preliminary Evaluation of the Academic Achievement and Social Adjustment of EMRs in a Nongraded School Placement. Studies in Learning Potential, Volume 2, Number 23.
Quelle	(1971), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classes (Groups of Students); Elementary School Students; Exceptional Child Research; Mental Retardation; Mild Mental Retardation; Nongraded Instructional Grouping; Peer Acceptance; Social Adjustment; Special Classes; Student Attitudes; Student Placement + Suchen Sie Ihr Suchwort? Schulleistung; Klassengemeinschaft; Geistige Behinderung; Soziale Anpassung; Special class; Sonderklasse; Schülerverhalten; Schülerpraktikum
Abstract	The evaluation compared the social adjustment and academic achievement of seven educable mentally retarded (EMR) elementary school children who were integrated into a nongraded school with seven comparable EMRs (matched on IQ, sex and SES) who were assigned to segregated special classes. The results indicated that integrated children had significantly more tolerant attitudes toward school and that they reported more favorable scores, although not significantly so, on locus of control, self concept, and standardized achievement testing. Segregated special class children were found to be sociometrically more acceptable than integrated EMRs to their nonEMR peers. Based upon the limited number of subjects involved, the integration model for retarded children appeared to have more salutary consequences than the segregated approach to education. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01