The mother of a mongoloid child recounts the child's development, attitudes of professionals, and the child's successful adaptation to a regular class. (DB)

The study compared adaptive behavior, social adjustment and academic achievement of educable mentally retarded, learning disabled, behavior disordered, and regular class elementary children (N=120). Significant differences were found in adaptive behavior, social adjustment, and academic achievement among the four groups; none of the instruments,…

Evaluated with 48 elementary age students classified as educable mentally retarded was an instruction program to facilitate the return of the students to regular classes. (Author/DB)

Presented is the final report of a project which investigated the current status of 1711 Anglo, Black, and Spanish-surnamed California educable mentally retarded (EMR) students reassessed by court order in 1969-72. It is explained that Ss were matched on sex and ethnicity with regular class and non-decertified EMR students. Attempts to identify…

Presented in the paper are procedures for diagnosing academic and social behaviors of retarded and emotionally disturbed children 5 to 8 years of age. Assessment before instruction is said to involve medical reports, interviews, psychometric tests, direct observation, and behavior inventories. Assessment during instruction is discussed in terms of…

Compared were the academic and social growth of 31 educable mentally retarded (EMR) students (7 to 14 years-old) who were either retained in special classes (N=14) or reintegrated into regular classes (N=7) with additional support from a learning center. Ss were studied at three time intervals: prior to assignment, 2 months after assignment, and…

A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was replicated in an urban public school district. Results showed that both tutors and tutees improved on academic and social measures of school performance.…

THE INTELLECTUAL DEVELOPMENT, ACADEMIC ACHIEVEMENT, AND SOCIAL AND PERSONAL ADJUSTMENT OF EDUCABLE MENTALLY RETARDED CHILDREN ENROLLED IN SPECIAL CLASSES WERE COMPARED TO THOSE OF PEERS IN REGULAR GRADES. ABOUT 125 CHILDREN, BEGINNING FIRST GRADE AND HAVING A MEAN IQ OF 75 (STANFORD-BINET SCALE), WERE DIVIDED RANDOMLY INTO AN EXPERIMENTAL GROUP…

Provided in Volume II of a final report on the status of California educable mentally retarded (EMR) students reassigned to regular classes as a result of legislation are appended forms, instruments and project reports. Included are letters of introduction to various project phases, project data collection forms (including teacher questionnaires),…

Presented are the results of a follow-up study conducted to evaluate the effectiveness of Project SERVE, a program designed to provide post high school vocational training for 13 educable mentally retarded (EMR) students. Outlined in an introductory section are a statement of the problem (total absence of post high school programming for the more…

The effectiveness of the special school, special class, and regular class in the education of low IQ (49 to 70) and high IQ (71 to 85) educable mentally retarded pupils (n=120) (all between the ages of 7 and 12 years) was investigated. Effectiveness was determined by academic achievement, self concept, and social adjustment within school settings…

Thirty-three low achieving regular class (RC) and 46 educable mentally retarded special class (SC) adolescents from a white, low-income, urban district were administered the learning potential procedure and were interviewed to determine the differences in their familial relationship. The learning procedure involved three administrations of 16 test…

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…

THE PURPOSE OF THE STUDY WAS TO DEMONSTRATE THE FEASIBILITY OF APPLYING COORDINATED VOCATIONAL REHABILITATION, EDUCATIONAL, AND GUIDANCE SERVICES TO SEVERELY HANDICAPPED CHILDREN BETWEEN 14 AND 16 ON THE PREMISE THAT THESE STUDENTS MIGHT BE UNABLE TO TAKE MAXIMUM ADVANTAGE OF SERVICES INITIATED AT A LATER AGE. FIFTY-FIVE PHYSICALLY HANDICAPPED, 35…

TO STUDY WHETHER TEACHING TYPING TO EDUCABLE MENTALLY HANDICAPPED STUDENTS WOULD RESULT IN IMPROVING ACADEMIC WORK, GREATER VISUALIZATION SKILLS, AND BETTER SOCIAL-EMOTIONAL ADJUSTMENT, THE EXPERIMENTAL HALF OF THE 14 MATCHED PAIRS OF CHILDREN 10 TO 13 YEARS OF AGE WITH MEASURED IQ'S BETWEEN 50 AND 80 WERE GIVEN 2 TO 3 YEARS OF TYPING INSTRUCTION.…