The Effects of Integration and Social Class on the Acceptance of Retarded Adolescents.

摘要: Two questions that relate to the social acceptance of educable mentally retarded adolescents in an integrated junior high school were investigated. The were: (a) Does length time a adolescent is affect his acceptance? (b) Will class influence their Several conclusions drawn based on these results: student does not apparently acceptance, and appears be related acceptance. There have been many efficacy studies iner than intelligence or behavior, vestigating adjustment Social child various programs (Mayer youngster has may two 1966; Meyerowitz, 1962; Meyeroimportant variables witz, 1967). In studies, several retarded, factors found Purpose adjustment. Dentler Mack ler (1962) suggested one variable PurP0Se this study was t0 investi which They §ate questi°ns pertain so state perhaps longer EMR cial program greater teSrated Jumor hl§h scWs" These 1ueg will be. Strauch tionswere. (1970) also concludes longituj. re dinal necessary" uncover tarded increase possible changes attitudes toward he program? retarded. another 2. Is adolescent's highly positively accep (Hollingshead, 1949). tance? Mayer (1967) concluded socio metric status children asProcedure sociated with socioeconomic status. Subjects. Five schools East Yet textbooks mental retardation ern Iowa special do mention child's selected, i.e., where students rejection could anything othwere classes nonretarded stu 20 I Education Training Mentally Retarded This content downloaded from 207.46.13.114 Thu, 26 May 2016 06:20:26 UTC All use subject http://about.jstor.org/terms dents. Since previous results by Rucker TABLE 1 (1969) indicated A Comparison Acceptance Scores for same boys Adolescents Grouped According girls, 70 selected inves tigation. median CA subjects 14, (range 13 16) IQ 73 54 92). ad olescents academic non classes, 19 physical education attended 574 students. had partic ipating integrated' varied i 3 years. Number Years Junior High School