Issues in Mild Mental Retardation

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Brady P. M. , Manni J. L. , & Winikur D. W. (1983). Implications of ethnic disproportion in programs for the educable mentally retarded. The Journal of Special Education, 17, 295–302.

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Fisher T. H. (1978). Florida's approach to competency testing. Phi Delta Kappan, 59, 599–602.

Flynn T. M. (1984). IQ tests and placement. Integrated Education, 21, 124–126.

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Haney W. , & Madaus G. (1978). Making sense of the competency testing movement. Harvard Educational Review, 48, 462–484.

Haywood H. C. (1979). Editorial: What happened to mild and moderate mental retardation? American Journal of Mental Deficiency, 83, 429–431.

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Lambert N. M. (1981). Psychological evidence in Larry P. v. Wilson Riles: An evaluation by a witness for the defense. American Psychologist, 36, 937–952.

MacMillan D. L. (1982). Mental retardation in school and society (2nd ed.). Boston: Little, Brown.

MacMillan D. L. (in press). “New” EMRs. In Robinson G. & Polloway E. (Eds.), Best practices in mental disabilities, Vol. II. Des Moines, Iowa: State Department of Education.

MacMillan D. L. , Balow I. H. , & Widaman K. F. (in press). Local option competency testing: Conceptual issues in testing mildly handicapped and marginal students. Learning Disabilities Research.

MacMillan D. L. , & Borthwick S. (1980). The new educable mentally retarded population: Can they be mainstreamed? Mental Retardation, 18, 155–158.

MacMillan D. L. , Hendrick I. G. , & Watkins A. V. (1988). Impact of Diana, Larry P., and P.L. 94-142 on minority students. Exceptional Children, 54, 24–30.

MacMillan D. L. , Keogh B. K. , & Jones R. L. (1986). Special education for the mildly handicapped. In Wittrock M. C. (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan. (pp. 686–724).

MacMillan D. L. , & Meyers C. E. (1984). Molecular research and molar learning. In Brooks P. H. , Sperber R. , & McCauley C. (Eds.), Learning and cognition in the mentally retarded. Hillsdale, N.J.: Lawrence Erlbaum. (pp. 473–492).

MacMillan D. L. , Meyers C. E. , & Morrison G. M. (1980). System-identification of mildly mentally retarded children: Implications for interpreting and conducting research. American Journal of Mental Deficiency, 85, 108–115.

MacMillan D. L. , Jones R. L. , & Aloia G. F. (1974). The mentally retarded label: A theoretical analysis and review of research. American Journal of Mental Deficiency, 79, 241–261.

Madden N. A. , & Slavin R. E. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research, 53, 519–569.

Mercer J. R. (1973). Labelling the mentally retarded. Berkeley: University of California Press.

Patrick J. I. , & Reschly D. J. (1982). Relationship of state educational criteria and demographic variables to school-system prevalence of mental retardation. American Journal of Mental Deficiency, 86, 351–360.

Polloway E. A. , & Smith J. D. (in press). Current status of the mild mental retardation construct: Identification, placement, and programs. In Wang M. C. , Reynolds M. C. , & Walberg H. J. (Eds.), Handbook of special education: Research and practice. Oxford, England: Pergamon Press.

Polloway E. A. , & Epstein M. H. (1985). Current research issues in mild mental retardation: A survey of the field. Education and Training of the Mentally Retarded, 20, 171–174.

Polloway E. A. , Epstein M. H. , & Cullinan D. (1985). Prevalence of behavior problems among educable mentally retarded students. Education and Training of the Mentally Retarded, 20, 3–13.

Polloway E. A. , Epstein M. H. , Patton J. R. , Cullinan D. , & Luebke J. (1986). Demographic, social, and behavioral characteristics of students with educable mental retardation. Education and Training of the Mentally Retarded, 21, 27–34.

Polloway E. A. , & Smith J. D. (1983). Changes in mild mental retardation: Population, programs, and perspectives. Exceptional Children, 50, 149–159.

Pullin D. (1982). Minimum competency testing, the denied diploma and the pursuit of educational opportunity and educational adequacy. Report. Grant NIE CSE-R-180. Center for the Study of Evaluation, UCLA.

Ramey C. T. , & MacPhee D. (1986). Developmental retardation: A systems theory perspective on risk and preventive intervention. (pp. 61–81). In Farran D. C. & McKinney J. D. (Eds.), Risk in intellectual and psychosocial development. Orlando, Fla.: Academic Press.

Reschly D. (1985, August). Myths and realities in minority special education overrepresentation. Paper presented at the American Psychological Association Annual Convention, Los Angeles.

Reschly D. J. , & Jipson F. J. (1976). Ethnicity, geographic locale, age, sex, and urban-rural residence as variables in the prevalence of mild retardation. American Journal of Mental Deficiency, 81, 154–161.

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Serow R. C. (1984). Effects of minimum competency testing for minority students: A review of expectations and outcomes. The Urban Review, 16(2), 67–75.

Singer H. , Balow I. H. , & Ferrett R. T. (1988). English classes as preparation for minimal competency tests in reading. Journal of Reading, 31, 512–519.

Singer J. D. , & Butler J. A. (1987). The Education for All Handicapped Children Act: Schools as agents of social regard. Harvard Educational Review, 57(2), 125–152.

Smith G. R. (1984). Desegregation and assignment of children to classes for the mildly retarded and learning disabled. Integrated Education, 21, 208–211.

Smith J. D. , & Dexter B. L. (1980). The basics movement: What does it mean for the education of mentally retarded students? Education and Training of the Mentally Retarded, 15, 72–79.

Smith J. E. , Polloway E. A. , & Smith J. D. (1978). The continuing dilemma of the mildly handicapped. Special Children, 4(2), 52–63.

Spitz H. H. (1986). The raising of intelligence: A selected history of attempts to raise retarded intelligence. Hillsdale, N.J.: Laurence Erlbaum.

The National Commission on Excellence in Education. (1983, April). A nation at risk: The imperative for educational reform. Washington, D.C.: U.S. Department of Education.

Werner E. E. , & Smith R. S. (1982). Vulnerable, but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.

Wilson R. S. (1983). The Louisville twin study: Developmental synchronies of behavior. Child Development, 54, 298–316.