Differentiating Mildly Handicapped, Low-Achieving, and Regular Education Students
- 1 March 1985
- journal article
- Published by SAGE Publications in Remedial and Special Education
- Vol. 6 (2) , 31-38
- https://doi.org/10.1177/074193258500600207
Abstract
Issues of accuracy of classification practices for mildly handicapped students remain paramount in the public schools. This study investigates academic performance differences between students receiving special education services for the mildly handicapped, low-achieving students receiving Chapter 1 services, and regular education students. All students were in grades 4, 5, and 6. These groups are compared on curriculum-based measures of reading, spelling, written expression, and math. Consistent differences are obtained with the results discussed in terms of alternative identification practices for mildly handicapped students.Keywords
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