Analyses of placement and exit data on students with mental retardation found in the annual reports to Congress on the Implementation of IDEA indicated an upward trend in educating students with mental retardation in general education classrooms and a decline in graduation rates with a diploma or certificate. Students with MR, in comparison to students with all disabilities, were more likely to be educated in more restrictive settings. There was also variability among geographical regions on both placement and exit patterns.
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