Sociometric Status of Retarded Children in an Integrative Program-Reference-Cited by-同舟云学术

Sociometric Status of Retarded Children in an Integrative Program

Published:1974-01 Issue:4 Volume:40 Page:267-271
ISSN:0014-4029
Container-title:Exceptional Children
language:en
Short-container-title:Exceptional Children

Author:

Iano Richard P.¹,Ayers Dorothy¹,Heller Howard B.²,McGettigan James F.³,Walker Valaida S.⁴

Affiliation:

1. Department of Special Education, Temple University, Philadelphia, Pennsylvania

2. The Training School, American Institute for Mental Studies, Vineland, New Jersey

3. Department of Special Education, Temple University

4. Southeastern Regional Office, Philadelphia, Pennsylvania.

Abstract

This study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. The results indicated that the educable children in this study were no better accepted in regular classes than were educable children in previous studies for whom such supportive resource room services had not been made available. However, considerable overlap in sociometric acceptances and rejections were found between the educable children and other pupils in the regular classes.

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/001440297404000404

Reference19 articles.

1. The social position of the educable mentally retarded child in the regular grades in the public schools

2. A Critical Examination of Special Education Programs

3. Special Education as Developmental Capital

4. Special Education for the Mildly Retarded—Is Much of it Justifiable?

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