Hostname: page-component-77c89778f8-gvh9x Total loading time: 0 Render date: 2024-07-23T05:12:18.907Z Has data issue: false hasContentIssue false
  • English
  • Français

A Comprehensive Look at the Results of Special Education

Published online by Cambridge University Press:  10 June 2016

James M. Gardner
James M. Gardner*
Affiliation:
University of Queensland, St. Lucia
Get access Rights & Permissions [Opens in a new window]

Abstract

The Literature on the effects of segregated vs. integrated school experience for mildly intellectually handicapped children is considered in the light of four questions: (1) What is the effect upon the person of being labelled and segregated? (2) Does segregation provide a better learning experience? (3) Does segregation provide for better social and emotional adjustment? and (4) What alternatives are available? In general, the literature supports the view that integration is more desirable both in terms of intellectual and emotional gain.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 1 , Special Edition s1 , February 1976 , pp. 2 - 8
Copyright
Copyright © The Australian Association of Special Education 1976

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abeson, A. A continuing summary of pending and completed litigation regarding the education of handicapped children. Arlington, Virginia: CEC, 1973.Google Scholar
Ainsworth, S.H. An exploratory study of educational, social and emotional factors in the education of mentally retarded children in Georgia public schools. U.S. Office of Education Co-operative Research Program, Project No. 171 (6470). Athens, Ga., University of Georgia, 1959.Google Scholar
Beez, W.V Influence of biased psychological reports on teacher behavior and pupil performance. Proceedings of the 76th Annual Convention of the American Psychological Association, 1968, 3, 605–606.Google Scholar
Bennett, A. A comparative study of subnormal children in the elementary grades. New York. Teachers College, Columbia University, Bureau of Publications, 1932.Google Scholar
Blatt, Burton. The physical, personality, and academic status of children who are mentally retarded attending special classes as compared with children who are mentally retarded attending regular classes. American Journal of Mental Deficiency, 1958, 62, 810–818.Google Scholar
Braginsky, D., & Braginsky, B. Hansels and Gretels. New York : Holt, Rinehart & Winston, 1971.Google Scholar
Caldwell, B.M. The rationale for early intervention. Exceptional Children, 1970, 36, 717–726.Google Scholar
Cassidy, V.M., & Stanton, J.E. An investigation of factors involved in the educational placement of mentally retarded children: A study of differences between children in special and regular classes in Ohio. U.S. Office of Education Co-operative Research Program, Project No. 043. Columbus: Ohio State University, 1959.Google Scholar
Coleman, J.S., et al. Equality of educational opportunity. Washington, D.C.: USGPO, 1966.Google Scholar
Dent, H.E. An investigation of the influence of mental retardation on college students’ judgments of social distance. Dissertation Abstracts, 1967, 28, 1899–1900.Google Scholar
Dunn, L.M. Special education for the mildly retarded – is much of it justifiable? Exceptional Children, 1968, 35, 5–22.Google Scholar
Edgerton, R.B. The cloak of competence: Stigma in the lives of the retarded. Berkely, Calif.: University of California Press, 1967.Google Scholar
Edgerton, R.B., & Sabagh, G. From mortification to aggrandizement: Changing self-conceptions in the careers of the mentally retarded. Psychiatry, 1962, 25, 263–272.Google Scholar
Gampel, D., Gottlieb, J., & Harrison, R. Comparison of the classroom behaviour of special-class EMR, integrated EMR, low IQ and nonretarded children. American Journal of Mental Deficiency, 1974, 79, 16–21.Google Scholar
Gampel, D.H., Harrison, R.H., & Budoff, M. An observational study of segregated and integrated EMR children and their nonretarded peers: Can we tell the difference by looking? Unpulished manuscript. Research Institute for Educational Problems, 1972.Google Scholar
Gardner, J.M. Training parents as behaviour modifiers. In Yen, S. & Mclntire, R. (Eds.) Teaching behaviour modification. Behaviordella, 1975. In press.Google Scholar
Goffman, E. Asylums: Essays on the social stiuation of mental patients and other inmates. Garden City, N.Y.: Anchor, 1961.Google Scholar
Goldstein, H., Moss, J.W., & Jordan, L.J. The efficacy of special class training on the development of mentally retarded children. Urbana, III.: Institute for Research on Exceptional Children, 1965.Google Scholar
Gozali, J. Perception of the EMR special class by former students. Mental Retardation, 1972, 10, 34–35.Google Scholar
Guskin, S.L. The perception of subnormality in mentally defective children. American Journal of Mental Deficiency, 1962, 67, 53–60.Google Scholar
Guskin, S. Social psychologies of mental deficiency. In Ellis, N. R. (Ed.) Handbook of mental deficiency. New York: McGraw-Hill, 1963.Google Scholar
Guskin, S.L., & Spicker, H.H. Educational research in mental retardation. In Ellis, N.R. (Ed.) International review of research in mental retardation. New York. Academic Press, 1968.Google Scholar
Haskett, M.S. An investigation of the relationship between teacher expectancy and pupil achievement in the special education class. Dissertation Abstracts, 1969, 29, 4348–4349.Google Scholar
Heber, R., & Garber, H. An experiment in the prevention of cultural-familial mental retardation. 1974.Google Scholar
Jaffe, J. Attitudes of adolescents toward the mentally retarded. American Journal of Mental Deficiency, 1966, 70, 907–912.Google Scholar
Jaffe, J. Attitudes and interpersonal contact: Relationships between contact with the mentally retarded and dimensions of attitude. Journal of Counselling Psychology, 1967, 14, 482–484.Google Scholar
Jensen, A.R. The heritability of intelligence. Saturday Evening Post, 1972, 244 (2), 9, 12, 149.Google Scholar
Johnson, G.O. Special education for mentally handicapped — a paradox. Exceptional Children, 1962, 19, 62–69.Google Scholar
Jones, R.L. Labels and stigma in special education Exceptional Children, 1972, 38, 553–564.Google Scholar
Kirk, S.A. Early education of the mentally retarded. Urbana, III.: University of Illinois Press, 1958.Google Scholar
Lippman, L., & Goldberg, I. Right to education. New York: Teachers College, 1973.Google Scholar
MacMillan, D. Issues and trends in special education. Mental Retardation, 1973, 11(2), 3–8.Google Scholar
MacMillan, D., Jones, R., & Aloia, G. The mentally retarded label: A theoretical analysis and review of research. American Journal of Mental Deficiency, 1974, 79, 241–261.Google Scholar
Meichenbaum, D.H., Bowers, K.S., & Ross, R.R. A behavioral analysis of teacher expectancy effect. Journal of Personality and Social Psychology, 1969, 13, 306–316.Google Scholar
Melcher, J.W. Labels and stigma in special education. Exceptional Children, 1972, 38, 547–550.CrossRefGoogle Scholar
Pertsch, C. Frederick. A comparative study of the progress of subnormal pupils in the grades and in special classes. Bureau of Publications, Teachers College, Columbia University, New York, 1936.Google Scholar
President’s Committee on Mental Retardation. The six-hour retarded child. A report on a conference on problems of education of children in the inner city, August 1969. U.S. Department of Health, Education and Welfare, Office of Education.Google Scholar
Rogers, E., & Shoemaker, F. Communication of innovations. Free Press, 1971.Google Scholar
Rosenthal, R., & Jacobson, L. Teacher expectancies: Determinants of pupils’ I.Q. gains. Psychological Reports, 1966, 19, 115–118.Google Scholar
Rosenthal, R., & Jacobson, L. Pygmalion in the classroom. New York. Holt, Rinehart, & Winston, 1968.Google Scholar
Rubin, E.Z., Senison, C.B., & Betwee, M.C. Emotionally handicapped children in the elementary school. Detroit: Wayne State University Press, 1966.Google Scholar
Skeels, H.M. & Dye, H.B. A study of the effects of differential stimulation on retarded children. Convention Proceedings of American Association on Mental Deficiency.Google Scholar
Spicker, H.H. Intellectual development through early childhood education. Exceptional Children, 1971, 37, 629–640.Google Scholar
Strichart, S.S. Effects of competence and nurturance on imitation of nonretarded peers by retarded adolescents. American Journal of Mental Deficiency, 1974, in press.Google Scholar
Thurstone, T.G. An evaluation of educating mentally handicapped children in special classes and in regular grades. U.S. Office of Education Co-operative Research Program, Project No. OE SAE-6452. Chapel Hill: University of North Carolina, 1959.Google Scholar
Vernon, P.E. The segregation of slow-learning children. The Slow Learning Child, 7, 81–86, 1960.Google Scholar
Wrightstone, J.W., Forlano, G., Lepkowski, J.R. Sontag, M., & Edelstein, J.D. A Comparison of educational outcomes under single-track and two-track plans for educable mentally retarded children. U.S. Office of Education Co-operative Research Program, Project No. 144 New York: New York Board of Education, 1959.Google Scholar
Meyerowitz, J.H. Peer groups and special classes. Mental Retardation, 1967, 5, 23–26.Google Scholar
Mullen, F.A., & Itkin, W. Achievement and adjustment of educable mentally handicapped children. U.S. Office of Education Co-operative Research Program, Project SAE 6529. Chicago: Board of Education, City of Chicago, 1961.Google Scholar
Osterling, O. Effect of special classes on the school adjustment of retarded pupils. In Schmell, F. McLeod, J. & Cochrane, R. (Eds.) The slow learner. University of Queensland Press, 1962, 20–26.Google Scholar
Passow, A.H. A summary of findings and recommendations of a study of the Washington, D.C. schools. New York: Teachers College, Columbia University, 1967.Google Scholar