Results of interviews, attitude scales, questionnaires, and school record reviews revealed that teachers (N=120) generally approved of the principle of integration of slow learners while viewing the practice as impractical and sometimes undesirable. Students were not particularly antagonistic to slow learners, and parents were generally satisfied…

A survey of Welsh units for children with learning difficulties revealed that most mainstream teachers preferred not to teach slow learners; that very little antagonism toward slow learners was reported by nondisabled students, staff, and parents; and that only a few schools appeared to have planned a strategy for progressively extending…

To differentiate between educationally subnormal students who do and who do not respond well to special school education, 161 children attending special classes in South Wales were studies. The first (the E-) group consisted of 47 children (mean IQ 55) found unsuitable for special school education. The second (the S-) group included 57 children…