Background: Children with a mild intellectual disability (ID) and their families often require social services; however, because of the characteristics of the formal service system, these families may be at risk of not receiving necessary services. The aim of this study was to obtain knowledge regarding the types and number of services that…

Educating students with special needs in inclusive settings has become a priority for westernized governments as they strive to create more inclusive societies. While recognizing the societal benefits of inclusion, teachers and parents question whether or not implementation of full inclusion will come at the expense of learners' individual…

The study examined changes over 3 years in self-esteem and perception of ability in 75 children in regular classes and special education classes. Findings indicated that 68 learning disabled or educable retarded children in special education classes experienced greater gains in self-esteem and perception of ability scores than Ss in regular…

Reported was a study on the effect of integrated and segregated educational settings, respectively, on the self concept of 100 educable mentally retarded adolescents. (GW)

Discussed is the changing role of the school psychologist in identifying the educable mentally handicapped child for special class placement in light of recent trends toward regular class placement of the mildly retarded. (DB)

Language behavior of educable mentally retarded children in special classes is described as a function of IQ, sex, socioeconomic status, CA and MA, and special treatment effects. (Author/KW)

The educational relevance of a nonverbal procedure for assessing learning potential in educable mentally handicapped persons was tested with a classroom laboratory science program in electricity. (Author)