Integration Programs for the Mildly Retarded

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Abstract
The study examined programs that integrated mentally retarded students in 8 California school districts. Interviews were conducted with 17 administrators and 31 teachers. Regular classroom observations were made of 27 retarded pupils and 54 randomly selected nonretarded pupils. Four program models were identified and an index of integration was developed and applied to each program. The attitudes of administrators toward integrating programs was, with only one exception, positive; and the majority of teachers also held positive attitudes. The behavior of retarded students was essentially similar to that of regular students.

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