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KANNER, LEO – 1964
THE HISTORY AND CARE OF THE MENTALLY RETARDED IS TRACED FROM ANTIQUITY TO THE PRESENT. A REVIEW OF MEN WHO ORIGINATED EDUCATIONAL AND INSTITUTIONAL WORK WITH THE FEEBLEMINDED INCLUDES JACOB PEREIRE, JEAN ITARD, JOHANN GUGGENBUEHL, EDOUARD SEGUIN, AND SAMUEL HOWE. PUBLICATIONS BY AND ABOUT THESE MEN ARE LISTED. THE DEVELOPMENT OF INSTITUTIONS IS…
Descriptors: Foreign Countries, History, Institutions, Intelligence Tests
Hendrick, Irving G.; Mac Millan, Donald L. – Education and Training in Mental Retardation, 1987
A review of historical documents from the early 1900's in Los Angeles indicated that although mental testing played an important diagnostic role, it did not determine special class placement or establishment of special classes. Teacher referral was equally important in placement decisions. (Author/DB)
Descriptors: Decision Making, Educational History, Elementary Secondary Education, Handicap Identification
Download full textSteele, Joe M. – 1974
Whether grouping children into special classes on the basis of IQ scores is educationally defensible was investigated using 492 educable mentally retarded (EMR) students, 12-15 years of age, during two field tests (1971-73). The curriculum used was the Me and My Environment biological sciences program. The following three test instruments were…
Descriptors: Adolescents, Exceptional Child Research, Intelligence Tests, Mental Retardation
Peer reviewed
Direct linkde Plevitz, Loretta – Australian Journal of Indigenous Education, 2006
Recent reports on Indigenous education have revealed that high proportions of students have been placed in special classes for intellectual disability or behaviour disorders. This is not an isolated phenomenon. Indigenous students in Canada and Romani children in Europe are also disproportionately represented in special schooling. This paper asks…
Descriptors: Indigenous Populations, Racial Segregation, Mental Retardation, Special Classes
MIDANIK, J. SYDNEY – 1960
A SPECIAL COMMITTEE REPORT TO THE BOARD OF EDUCATION, TORONTO, CANADA, REVIEWS THE PRESENT PROGRAM FOR SLOW LEARNERS (IQ 59 TO 90) AND RECOMMENDS A NEW TYPE OF EXPERIMENTAL HIGH SCHOOL. THE PROBLEM OF SLOW LEARNERS, THE USE AND MEANING OF INTELLIGENCE TESTS, AND THE DISTRIBUTION OF LEARNING CAPACITIES AMONG STUDENTS IN SCHOOL ARE DISCUSSED. THE…
Descriptors: Academic Ability, Cognitive Ability, Educational Needs, Exceptional Child Education
Williams, Phillip; Gruber, Elisabeth – 1968
To differentiate between educationally subnormal students who do and who do not respond well to special school education, 161 children attending special classes in South Wales were studies. The first (the E-) group consisted of 47 children (mean IQ 55) found unsuitable for special school education. The second (the S-) group included 57 children…
Descriptors: Achievement, Child Development, Children, Environmental Influences
