Teacher Attitudes Associated with the Integration of Handicapped Children

1972 ◽  
Vol 38 (9) ◽  
pp. 677-683 ◽  
Author(s):  
Jay R. Shotel ◽  
Richard P. Iano ◽  
James F. Mcgettigan
Keyword(s):  
Social Adjustment ◽  
Control Group ◽  
Resource Room ◽  
Handicapped Children ◽  
Regular Class ◽  
Organizational Pattern ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Teachers Attitudes ◽  
Regular Classes

A questionnaire was administered to elementary school regular class teachers to determine the effect of an integrative resource room program on the teachers' attitudes toward handicapped children. The questionnaire was designed to elicit teachers' attitudes toward handicapped children with respect to their integration into the regular program, their potential for academic and social adjustment, the teachers' competencies for teaching the children, and the need for special methods and materials in teaching handicapped children. The experimental group consisted of teachers in schools participating in an integrative resource room program, and the control group consisted of teachers in schools with self contained special classes. The results indicated the resource room program had slight to moderate effects on teachers' attitudes and raised questions concerning the feasibility of integrating educable mentally retarded children into regular classes in schools utilizing the conventional grade organizational pattern.

Sociometric Status of Retarded Children in an Integrative Program

1974 ◽  
Vol 40 (4) ◽  
pp. 267-271 ◽  
Author(s):  
Richard P. Iano ◽  
Dorothy Ayers ◽  
Howard B. Heller ◽  
James F. McGettigan ◽  
Valaida S. Walker
Keyword(s):  
Elementary School ◽  
Special Class ◽  
Mentally Retarded ◽  
Sociometric Status ◽  
Resource Room ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Regular Classes ◽  
Supportive Resource

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.

Adapting Test Construction for Mainstreamed Mathematics Students

1988 ◽  
Vol 81 (5) ◽  
pp. 388-392
Author(s):  
Jennifer Wingo Miederhoff ◽  
Judy W. Wood
Keyword(s):  
Learning Disabled ◽  
Test Construction ◽  
Mathematics Students ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Mathematics Tests ◽  
Educable Mentally Retarded ◽  
Virginia Commonwealth University ◽  
K 12 ◽  
Regular Classes

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

What is Special about Special Education Revisited: the Mentally Retarded

1965 ◽  
Vol 31 (5) ◽  
pp. 242-247 ◽  
Author(s):  
Howard L. Sparks ◽  
Leonard S. Blackman
Keyword(s):  
Special Education ◽  
Special Class ◽  
Academic Progress ◽  
Mentally Retarded ◽  
Careful Analysis ◽  
Class Placement ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Regular Classes ◽  
Special Classes

This paper reflects on the increasing emphasis on special class placement of educable mentally retarded children and special preparation for teachers. This is in view of the increasing evidence that special classes have been something of a disappointment in terms of accelerating the academic progress of these children. It is proposed that a necessary area of study is a careful analysis of the extent to which special classes actually differ from regular classes in regard to teacher techniques, materials, and content.

scholarly journals The Effect of Using Computer Program on Developing Verbal Communication among Mentally Retarded Children in the Elementary Stage in Rafha Province

2017 ◽  
Vol 7 (3) ◽  
pp. 171
Author(s):  
Essam Abdou Ahmed Saleh ◽  
Khaled Ahmed Mahmoud Attia ◽  
Alaa Ahmed Hassan Al-Jundi
Keyword(s):  
Computer Program ◽  
Mentally Retarded ◽  
Verbal Communication ◽  
Control Group ◽  
Elementary Stage ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Control ◽  
Experimental Group ◽  
Communication Scale

This study aims at investigating the effect of using a computer program on developing verbal communication among the educable mentally retarded students in the elementary stage in Rafha Province. The sample was selected from the students of the intellectual education classes in the elementary stage in Rafha province/ Northern Borders Region. The researchers followed the experimental method to conduct the study. The sample consisted of 20 students randomly distributed into two groups: an experimental group that was taught using the suggested verbal communication developing computer program and a control group that did not receive any educational program. The program was made up of 21 sessions. Each session lasted for 45 minutes, three times a week. The researchers used verbal communication scale to collect data and to compare the performance of the experimental and control groups in the pre and post tests. The results of the study indicated that there are statistically significant differences on the verbal communication scale among the students of the two groups at the level of (0.01) in favor of the experimental group.

Commonality of Behavioral Characteristics of Educable Mentally Retarded and Emotionally Disturbed Children

1981 ◽  
Vol 48 (3) ◽  
pp. 815-818 ◽  
Author(s):  
Lee Sherry ◽  
Bob Algozzine
Keyword(s):  
Emotionally Disturbed ◽  
Mentally Retarded ◽  
Behavioral Characteristics ◽  
Regular Classroom ◽  
Classroom Behaviors ◽  
School Students ◽  
Resource Room ◽  
Regular Class ◽  
Educable Mentally Retarded ◽  
Task Oriented

Frequencies of non-task-oriented behaviors of 11 educable mentally retarded and 11 emotionally disturbed middle school students in Grades 7 and 8 were observed in the regular classroom and the resource room for two 20-min. periods. Frequencies of operationally defined behaviors were analyzed by a two-way analysis of variance. Behavioral characteristics for the two groups did not differ significantly. Classroom placement, i.e., regular class or resource room, produced little difference in behavioral characteristics on the dimensions observed. Implications for placement of exceptional students based on categorical labels and special education vs regular classroom placements are considered based on overt classroom behaviors.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

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