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The Assessment of Student Progress in Special Education: Mixed-Exceptionality versus Single-Exceptionality Programs. Research Report.

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Sangster, Sandra; Erling, Sally – 1986

The academic progress and self-concept of North York (Ontario, Canada) learning-disabled and educable retarded students were studied, with particular reference to the effectiveness of placement in mixed exceptionality versus single exceptionality programs. Information was gathered from the published special education literature, students' files,…

Descriptors: Academic Achievement, Intermediate Grades, Learning Disabilities, Mild Mental Retardation