Placement in Regular Programs: Procedures and Results

Abstract

Forty-eight elementary age students classified as mentally retarded and living in an economically depressed area were randomly selected, divided into matched experimental and control groups, and placed in 4 classrooms of 12 students each. The objective was to initiate an experimental, individualized, instruction program that would facilitate the return of special education students to regular classes. After a year's intervention, 13 students from the experimental group were placed in regular classes. A one year followup study was done to determine the academic and social adaptation of the 13 students. Results showed that a high percentage of the subjects could acquire basic skills at a rate to allow regular class placement. Once placed, these students maintained their academic and behavioral adjustments.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 39 citations exist upstream.