Data collected on 151 educable mentally retarded (EMR) students (8 to 15 years old) during a two-year period revealed very low rates of integration with nonhandicapped students. The majority of integration which did take place occurred in nonacademic subjects. (Author/SBH)

This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more…

Reviews the use of IQ scores in determining special education placement. It argues that although IQ is central to state education codes and their eligibility criteria for special education, the evidence shows that many children exhibiting psychometric scores that would make them eligible are never referred. (Author/CR)

This paper describes efforts to establish ungraded classes for mildly retarded children in New York City from 1900-1920, focusing on struggles to find and train qualified teachers, correctly identify children to be served, and provide ample classroom space. The introduction of intelligence testing is also examined. (Author/JDD)

This paper reviews the history of the placement of mentally retarded students during the first half of this century. In 1900, it was generally assumed that custodial care of feebleminded persons was necessary to protect society. Severely retarded students were regularly excluded from public school attendance. Soon school officials began adopting…

A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement…

This paper examines the impact of the court decision in Larry P. versus Riles, which declared that intelligence tests are biased and banned the overrepresentation of African-American children in educable mentally retarded programs. The paper discusses the educational situation of these children, now served in regular programs, and examines…

In examining the issue of overrepresentation of minority students in special education, this article distinguishes between the percentage of category or program by group and percentage of group in category or program, which provide very different perspectives. Caution in interpreting data from the Office of Civil Rights relating "race/ethnicity"…

This article explores the social context surrounding Lloyd Dunn's 1968 paper on educational reform for children with mild disabilities, noting the subsequent adoption of resource specialist services in place of special day classes, changes in numbers of students with mild mental retardation and their behavioral characteristics, and the current…

Changes in the population of children served as educable mentally retarded (EMR) in the public schools are examined. The term "new" refers to children currently classified as EMR, in contrast to children classified as EMR in the late 1960s, predating court actions challenging the criteria for EMR eligibility. "New" EMRs have an IQ of 50-75, while…