Two questions that relate to the social acceptance of educable mentally retarded adolescents in an integrated junior high school were investigated. The questions were: (a) Does the length of time that a retarded adolescent is integrated affect his acceptance? (b) Will social class influence their acceptance? Several conclusions were drawn based on these results: (a) The length of time a retarded student is integrated does not apparently influence his acceptance, and (b) social class appears to be related to social acceptance.
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