EFFICACY OF 3 PROGRAMS FOR ELEMENTARY-SCHOOL STUDENTS WITH MODERATE MENTAL-RETARDATION

The efficacy of integrating elementary school students with moderate m ental retardation into regular classes is compared to that of their in tegration into two types of elementary-level, self-contained classes. In addition, the efficacy of these two types of special classes, one a community-based program, the other a traditional developmental progra m, are also compared. Forty-one students with intellectual handicaps ( 25 boys and 16 girls) participated in the study. They were tested thre e times: Before beginning the experiment and after the first and secon d year. The assessment of the students' progress included measures of academic achievement, adaptive behaviors and behavior disorders. After two years, no one program proved to be superior to the other two, eac h one having strengths and weaknesses. This study leads us to ask whic h goals should be focused on in the elementary-level education of stud ents with moderate mental deficiencies.