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ERIC Number: ED122248
Record Type: RIE
Publication Date: 1975
Pages: 105
Abstractor: N/A
Reference Count: N/A
The Effects of Mainstreaming on the Self-Concept and Reading Achievement of Exceptional Children at the Elementary Level.
Gerke, Robert Edward
The purpose of this study was to investigate the effects of two learning environments upon the self-concept and reading vocabulary of children who were mentally retarded educable or emotionally disturbed. The two learning environments were the traditional segregated special education classroom and the resource room used in conjunction with the integration of these children into the regular classroom. The sample consisted of 61 mentally retarded educable children and 57 emotionally disturbed chilcren, aged nine to eleven, attending ten school districts in southern New Jersey which were equally divided as to type of classroom placement for exceptional children. Initiating testing, in October 1974, revealed that the exceptional children in both types of classes were essentially similar in mental ability, reading vocabulary, and self-concept. The retesting, in May 1975, indicated that there seemed to be no effect on the reading vocabulary or self-concept of mentally retarded educable and emotionally disturbed children when comparing segregated classrooms with integrated classrooms utilizing a resource room. (Author/MKM)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-10366, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Lehigh University