The Influence of the Teacher Expectancy Phenomenon on the Academic Performance of Educable Mentally Retarded Pupils in Special Classes

1972 ◽  
Vol 1 (2) ◽  
pp. 14-17
Author(s):  
Joav Gozali ◽  
Edward L. Meyen
Keyword(s):  
Academic Performance ◽  
Mentally Retarded ◽  
Teacher Expectancy ◽  
Educable Mentally Retarded ◽  
Special Classes

Modification of the Syracuse Scales of Social Relations for Administration in the Third and Fourth Grades and in Special Classes for the Mentally Retarded

1966 ◽  
Vol 18 (1) ◽  
pp. 295-327 ◽  
Author(s):  
John E. De Jung
Keyword(s):  
Detailed Analysis ◽  
Social Relations ◽  
School Children ◽  
Special Class ◽  
Mentally Retarded ◽  
Sixth Grade ◽  
The Third ◽  
Educable Mentally Retarded ◽  
Special Classes

Certain assumptions and procedures for administering the Syracuse Scales of Social Relations are examined, using classes of elementary and educable mentally retarded school children and a modified Syracuse Scales developed and administered to a sample of 400 third through sixth grade and special class children. The detailed analysis of these data supports the use of the modification for this population.

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

1968 ◽  
Vol 35 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Lloyd M. Dunn
Keyword(s):  
Special Education ◽  
Education Program ◽  
Mentally Retarded ◽  
General Educators ◽  
Exceptional Children ◽  
Past President ◽  
Special Education Program ◽  
Educable Mentally Retarded ◽  
Special Classes

In lieu of an abstract to this article, I would like to preface it by saying this is my swan song for now—as I leave special education and this country for probably the next two years. I have been honored to be a past president of The Council for Exceptional Children. I have loyally supported and promoted special classes for the educable mentally retarded for most of the last 20 years, but with growing disaffection. In my view, much of our past and present practices are morally and educationally wrong. We have been living at the mercy of general educators who have referred their problem children to us. And we have been generally ill prepared and ineffective in educating these children. Let us stop being pressured into continuing and expanding a special education program that we know now to be undesirable for many of the children we are dedicated to serve.

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.

What's Happening in Self-Contained Special Education Classrooms?

1988 ◽  
Vol 55 (3) ◽  
pp. 259-265 ◽  
Author(s):  
Bob Algozzine ◽  
Catherine V. Morsink ◽  
Kate M. Algozzine
Keyword(s):  
Special Education ◽  
Instructional Methods ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Communication Patterns ◽  
Personnel Training ◽  
Teacher Communication ◽  
Emotionally Handicapped ◽  
Educable Mentally Retarded ◽  
Special Classes

The purpose of this research was to illustrate and compare the nature of instruction provided in 40 self-contained special classes for students with different categorical classifications. Few differences were indicated in the extent to which teacher communication patterns, learner involvement, and instructional methods were different in classes containing students classified as learning disabled, emotionally handicapped, or educable mentally retarded. The outcomes of this research raise questions about the appropriateness of categorical grouping of students for instruction and relate to issues of personnel training in categorical programs.

A Comparative Investigation of the Personality of Educable Mentally Retarded Children and Those of a Norm Group of Children

1965 ◽  
Vol 31 (9) ◽  
pp. 457-463
Author(s):  
Rutherford B. Porter ◽  
James L. Collins ◽  
M. Raymond Mciver
Keyword(s):  
Special Class ◽  
Mentally Retarded ◽  
Comparative Investigation ◽  
The Other ◽  
Personality Questionnaire ◽  
Norm Group ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Class Assignment ◽  
Special Classes

The Children's Personality Questionnaire was administered by two investigators to children enrolled in special classes for the educable mentally retarded in Indiana. One group included 158 children and the other 111 for a total of 329 children with a mean age of about 12 years and mean IQ's about 65, range 50–80. The studies, conducted independently, are reported in parallel so that results may be compared. There is some evidence that this questionnaire does reveal a pattern of personality which may be useful in identifying children for special class assignment.

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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