Factors in Special Class Placement

Abstract

In an effort to identify factors associated with placement in classes for the educable retarded, comparisons were made between a group of 17 low IQ (< 80) regular class subjects and three groups of special class subjects: (a) 18 low IQ (< 80) subjects, (b) 9 average IQ (≧80) subjects, and (c) the total group of 32 special class subjects. No differences were found between regular and special class subjects on preschool readiness and language development or on achievement prior to differential placement. Significant socioeconomic status differences favored the regular class subjects. Both low socioeconomic status and poor school behavior were associated with special class placement of average IQ children. At 9 years of age, significant differences favoring regular class subjects were found on measures of academic achievement. These differences were attributed to the effects of differential school placement.