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 attitudes than the other groups. Since subject selection was not random, a second study was undertaken in which retarded children were randomly assigned to integrated and segregated classes and on whom pre-integration data were collected. The results were similar to those in Study I, and were discussed in terms of the labelling process and its consequences for behavior. (For related studies, see also EC 042 062 and 042 063.) (Author)