The extent to which student responding, classroom instruction, and the home learning environment for special education students labeled as educable mentally retarded (EMR) differ from those of other students was examined. Extensive observations of the quantity and quality of instruction were conducted for students classified as EMR (n = 30), learning disabled (LD) (n = 30), emotionally / behaviorally disabled (EBD) (n = 32), and for nonhandicapped students (n = 30). When possible, data were collected in both general and special education settings, and differences between students served in EMR self contained (EMR-S) and resource rooms (EMR-R) were noted. Home environment data were collected for a subsample (n = 68) of the larger group. Observations indicated that for the students served as EMR, compared to their peers, less time was allocated to academic activities and more to free time. There was a qualitative difference in the instruction students classified as EMR-R received in special education: quality of Instructional Presentation was rated lower. The home environments of students classified as EMR and the students served as EBD were judged to be less conducive to academic achievement than those of LD and NH. In particular, home ratings for students classified as EMR-R were lower than home ratings for other student categories on lack of stress and valuing of education. Implications for assessment and intervention are discussed.
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