The effects of 2 types of school programs upon self concept and academic achievement of educable mentally retarded children were compared by means of a pretest posttest battery over an 8 month interval. Both groups were administered the Illinois Index of Self Derogation and the Wide Range Achievement Test. The 39 subjects had no previous experience in special education. IQ scores ranged between 60 and 80. The results of the study supported the hypothesis which predicted that EMR children in a segregated setting would show less improvement in self concept than would EMR children in a partially integrated setting over a period of 1 academic year.
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