The Effects of Segregated and Partially Integrated School Programs on Self Concept and Academic Achievement of Educable Mental Retardates
- 1 October 1967
- journal article
- research article
- Published by SAGE Publications in Exceptional Children
- Vol. 34 (2) , 93-99
- https://doi.org/10.1177/001440296703400203
Abstract
The effects of 2 types of school programs upon self concept and academic achievement of educable mentally retarded children were compared by means of a pretest posttest battery over an 8 month interval. Both groups were administered the Illinois Index of Self Derogation and the Wide Range Achievement Test. The 39 subjects had no previous experience in special education. IQ scores ranged between 60 and 80. The results of the study supported the hypothesis which predicted that EMR children in a segregated setting would show less improvement in self concept than would EMR children in a partially integrated setting over a period of 1 academic year.This publication has 1 reference indexed in Scilit:
- Classroom Social Structure As a Mental Health ProblemJournal of Social Issues, 1959