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Peer reviewedForness, Steven R.; And Others – Journal of Special Education, 1981
While total ontask behavior distinguished institutionalized children from children in community schools and special classes, it did not differentiate retarded children in community based classrooms from one another. (Author/SB)
Descriptors: Behavior Patterns, Elementary Secondary Education, Institutionalized Persons, Mental Retardation
Download full textMURPHY, THOMAS J.; AND OTHERS – 1966
SINCE ITS BEGINNING IN 1928, THE PROGRAM HAS EXPANDED TO BECOME A DEPARTMENT (1953), AND IN 1964, THE DEPARTMENT PROCESSED 1,500 CASES. SERVICES ARE PROVIDED FOR CHILDREN WHO ARE PHYSICALLY HANDICAPPED, EDUCABLE MENTALLY HANDICAPPED, TRAINABLE MENTALLY HANDICAPPED, CONFINED TO HOME OR HOSPITAL, VISUALLY HANDICAPPED, SPEECH HANDICAPPED,…
Descriptors: Cooperative Programs, Day Care, Learning Problems, Mental Retardation
Collister, Larry – 1975
Twenty-seven mildly and moderately mentally handicapped special education graduates from a special school and 23 mildly and moderately mentally handicapped special education graduates from a mainstream school were interviewed to determine long range benefits of each program. Interviews 1 and 2 years after graduation were designed to measure…
Descriptors: Adults, Employment, Exceptional Child Research, Followup Studies
Martin, Helen E.; And Others – B. C. Journal of Special Education, 1988
A study compared the changes in students with moderate mental retardation in two school settings (segregated and semi-integrated) in intellectual development, adaptive behavior, receptive language, and academic achievement. While both groups gained in some areas, greater gains were found in the semi-integrated population. (MSE)
Descriptors: Academic Achievement, Elementary Education, Followup Studies, Intellectual Development
Ichikado, Keiko; Shinozaki, Kyugo – 1978
The development of social maturity, language, and arithmetic abilities was studied over a 3-year period in 103 mentally retarded children from high IQ (51-75) and low IQ (26-50) groups in special schools and special classes. Among findings were that the high IQ groups of both special classes and special schools showed much improvement over the…
Descriptors: Achievement, Arithmetic, Elementary Secondary Education, Exceptional Child Research
Gordon, Elizabeth; And Others – 1986
This report focuses on the transition situation of mentally retarded (MR) youth in Allegheny County, Pennsylvania. The county is served by two Intermediate Units: IU2 (1170 MR students) serves the Pittsburgh School System and emphasizes mainstreaming, with the mildly handicapped attending neighborhood schools and severely handicapped attending a…
Descriptors: Adolescents, County School Districts, Education Work Relationship, Mainstreaming
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
