A Follow-Up Comparison of Trainable Mentally Retarded Children: Semi-Integrated Versus Segregated School Programs.

Martin, Helen E.; And Others

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ERIC Number: EJ393572

Record Type: CIJE

Publication Date: 1988

Pages: N/A

Abstractor: N/A

ISBN: N/A

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A Follow-Up Comparison of Trainable Mentally Retarded Children: Semi-Integrated Versus Segregated School Programs.

Martin, Helen E.; And Others

B. C. Journal of Special Education, v12 n3 p227-34 1988

A study compared the changes in students with moderate mental retardation in two school settings (segregated and semi-integrated) in intellectual development, adaptive behavior, receptive language, and academic achievement. While both groups gained in some areas, greater gains were found in the semi-integrated population. (MSE)

Descriptors: Academic Achievement, Elementary Education, Followup Studies, Intellectual Development, Listening Comprehension, Moderate Mental Retardation, Outcomes of Education, Program Effectiveness, Receptive Language, Social Behavior, Special Classes, Special Schools

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A