Dl. Macmillan et al., CURRENT PLIGHT OF BORDERLINE STUDENTS - WHERE DO THEY BELONG, Education and training in mental retardation and developmental disabilities, 33(2), 1998, pp. 83-94
Citations number
34
Categorie Soggetti
Rehabilitation,"Education, Special
Journal title
Education and training in mental retardation and developmental disabilities
An ethnically stratified sample of 150 children referred to School Stu
dy Teams (SSTs) were administered the WISC-III and the WRAT-R, and ass
igned by research criteria to one of three groups: (a) students with m
ental retardation, (b) students with borderline intelligence, and (c)
students with average intelligence. One third of the referred White st
udents and slightly over half of the Black and Hispanic students score
d in the borderline IQ range (71-85). Of those borderline students who
subsequently received special education, the overwhelming majority wi
thin each of the ethnic groups was served as learning disabled. Compar
isons of the three groups on achievement and teacher ratings were perf
ormed. Differences between borderline and average ability referred stu
dents were far more pronounced than differences between borderline and
students with mental retardation. Results were discussed in terms of
the continuing difficulty experienced by borderline students in genera
l education and the appropriateness of educational resources and servi
ces provided them.