Abstract
A program is described and evaluated in which fifth and sixth grade pupils of high and average ability tutored trainable mental retardates (TMR's) for short daily periods. The program had been in existence 5 months at the time of evaluation. The results indicated that the tutors’ understanding and acceptance of TMR's were greater than that of nonparticipants. However, at the end of their experience, most tutors remained deficient in their understanding of the vocational and educational limitations imposed by this level of mental retardation. The need was expressed for informational programs on the nature of mental retardation as an integral part of projects involving direct contact between retarded and nonretarded children.
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