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)