A Comparison of the Classroom Behaviors of Special Class EMR, Integrated EMR, Low IQ, and Nonretarded Children. Studies in Learning Potential, Volume 3, Number 41.

Gampel, Dorothy H.; And Others

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ERIC Number: ED085964

Record Type: RIE

Publication Date: 1973

Pages: 22

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

A Comparison of the Classroom Behaviors of Special Class EMR, Integrated EMR, Low IQ, and Nonretarded Children. Studies in Learning Potential, Volume 3, Number 41.

Gampel, Dorothy H.; And Others

The classroom behaviors of 12 segregated and 14 integrated educable mentally retarded (EMR) children (mean age 10 years) who were all formerly segregated and then randomly assigned to their present class placement were compared to those of a low IQ group who had never been identified for special class placements and an intellectually average group of children on a 12 category observation schedule. The data indicated that four months after the school year began, the integrated EMR behaved more similarly to non-labeled EMR children than to their segregated peers. The results indicated the importance of appropriate peer models on the classroom behaviors of EMR children. (Author)

Descriptors: Behavior Patterns, Children, Exceptional Child Research, Mainstreaming, Mental Retardation, Mild Mental Retardation, Peer Groups, Special Classes

Publication Type: N/A

Education Level: N/A

Audience: N/A

Language: N/A

Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.; National Inst. of Mental Health (DHEW), Bethesda, MD.

Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.

Grant or Contract Numbers: N/A

Author Affiliations: N/A