This study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. The results indicated that the educable children in this study were no better accepted in regular classes than were educable children in previous studies for whom such supportive resource room services had not been made available. However, considerable overlap in sociometric acceptances and rejections were found between the educable children and other pupils in the regular classes.
Get full access to this article
View all access options for this article.
References
1.
BaldwinW. K.The social position of the educable mentally retarded child in the regular grades in the public schools. Exceptional Children, 1958, 25, 106–108, 112.
2.
ChennaultM.Improving the social acceptance of unpopular educable mentally retarded pupils in special classes. American Journal of Mental Deficiency, 1967, 72, 455–458.
3.
ChristoplosF., & RenzP.A critical examination of special education programs. Journal of Special Education, 1969, 3, 371–379.
4.
DenoE.Special education as developmental capital. Exceptional Children, 1970, 37, 229–237.
5.
DunnL. M.Special education for the mildly retarded-Is much of it justifiable?Exceptional Children, 1968, 35, 5–22.
6.
FuchigamiR. Y., & SheperdG.Factors affecting the integration of educable mentally retarded students. Mental Retardation, 1968, 6, 18–22.
7.
GoodmanH., GottliebJ., & HarrisonR. H.Social acceptance of EMRs integrated into a nongraded elementary school. American Journal of Mental Deficiency, 1972, 76, 412–417.
8.
HammillD. D., IanoR. P., & McGettiganJ. F.Retardates' reading achievement in the resource room model: The first year. Training School Bulletin, 1972, 69, 104–107.
9.
IanoR. P.Shall we disband special education classes?Journal of Special Education, 1972, 6, 167–177.
10.
JohnsonG. O.A comparative study of the personal and social adjustment of mentally handicapped children placed in special classes with mentally handicapped pupils who remain in regular classes. Syracuse: Syracuse University, 1961.
11.
JohnsonG. O.A study of the social position of mentally retarded children in the regular grades. American Journal of Mental Deficiency, 1950, 55, 60–89.
12.
JohnsonG. O., & KirkS. A.Are mentally handicapped children segregated in the regular grades?Exceptional Children, 1950, 17, 65–68, 87–88.
13.
LappE. A.A study of the social adjustment of slow learning children who were assigned part-time to regular classes. American Journal of Mental Deficiency, 1957, 62, 254–262.
14.
LillyS. M.Special education: A teapot in a tempest. Exceptional Children, 1970, 37, 43–49.
15.
MillerR. V.Social status and socioempathic differences among mentally superior, mentally typical, and mentally retarded children. Exceptional Children, 1956, 23, 114–119.
16.
RuckerC. N., HoweC. E., & SniderB.The participation of retarded children in junior high academic and nonacademic classes. Exceptional Children, 1969, 35, 617–623.
17.
RuckerC. N., & VincenzoF. M.Maintaining social acceptance gains made by mentally retarded children. Exceptional Children, 1970, 36, 679–680.
18.
ShotelJ. R., IanoR. P., & McGettiganJ. F.Teacher attitudes associated with the integration of handicapped children. Exceptional Children, 1972, 38, 677–683.
19.
ThurstoneT. G.An evaluation of educating mentally handicapped children in special classes and in regular classes. Chapel Hill: University of North Carolina, 1959.
