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Download full textGottlieb, Jay; Budoff, Milton – 1972
The attitudes toward school of retarded children in various school placements were investigated in two studies. The first study compared the attitudes of nonretarded children, and educable mentally retarded children in segregated and integrated class placements. The results indicated that the segregated group posited significantly less favorable…
Descriptors: Elementary School Students, Exceptional Child Research, Mainstreaming, Mental Retardation
Peer reviewedGottlieb, Jay; Davis, Joyce E. – American Journal of Mental Deficiency, 1973
Descriptors: Behavior, Elementary School Students, Exceptional Child Education, Mainstreaming
Budoff, Milton; Gottlieb, Jay – 1974
Compared were the academic and social growth of 31 educable mentally retarded (EMR) students (7 to 14 years-old) who were either retained in special classes (N=14) or reintegrated into regular classes (N=7) with additional support from a learning center. Ss were studied at three time intervals: prior to assignment, 2 months after assignment, and…
Descriptors: Academic Achievement, Elementary Education, Exceptional Child Research, Grouping (Instructional Purposes)
Peer reviewedCurci, Richard A.; Gottlieb, Jay – Exceptionality: A Research Journal, 1990
Forty-six noncategorically identified intermediate-level handicapped students were assigned to functionally grouped self-contained classes and were observed. Although special education teachers did not know unofficial labels applied to students (emotional disturbances or learning disabilities), they instructed emotionally disturbed children with…
Descriptors: Emotional Disturbances, Intermediate Grades, Labeling (of Persons), Learning Disabilities
Gottlieb, Jay – American Journal on Mental Retardation, 1990
This commentary on EC 231 901 notes that mainstreamed education is not always appropriate and preferable to self-contained class placement for students with mental retardation. The school must identify elements of the mainstream education program that are likely to meet the child's instructional, social, and emotional needs and contribute to the…
Descriptors: Delivery Systems, Educational Quality, Elementary Secondary Education, Intervention
Peer reviewedGottlieb, Jay – Journal of Special Education, 1974
Descriptors: Cross Cultural Studies, Elementary Secondary Education, Exceptional Child Research, Foreign Countries
Gottlieb, Jay; Budoff, Milton – 1972
The social position of integrated and segregated educable mentally handicapped (EMR) children in a traditional school building was compared to that of EMR children in a no-interior wall school. The results indicated that while EMR children in the unwalled school were known more often by their nonEMR peers, they were not chosen as friends more…
Descriptors: Architectural Programing, Classes (Groups of Students), Exceptional Child Research, Mainstreaming
Gottlieb, Jay; And Others – 1971
The evaluation compared the social adjustment and academic achievement of seven educable mentally retarded (EMR) elementary school children who were integrated into a nongraded school with seven comparable EMRs (matched on IQ, sex and SES) who were assigned to segregated special classes. The results indicated that integrated children had…
Descriptors: Academic Achievement, Classes (Groups of Students), Elementary School Students, Exceptional Child Research
