The Adjustment of the Educable Mentally Retarded to the Regular Classroom--The Teacher's Perspective.

Young, Jerry L.; Shepherd, Margaret L.

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Title: The Adjustment of the Educable Mentally Retarded to the Regular Classroom--The Teacher's Perspective.

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Title:	The Adjustment of the Educable Mentally Retarded to the Regular Classroom--The Teacher's Perspective.
Authors:	Young, Jerry L.; Shepherd, Margaret L.
Descriptors:	Academic Achievement; Adjustment (to Environment); Behavior Rating Scales; Emotional Adjustment; Mainstreaming; Mild Mental Retardation; Secondary Education; Social Adjustment
Source:	N/A
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Publisher:	N/A
Publication Date:	1983-00-00
Pages:	12
Pub Types:	Reports - Research
Abstract:	A questionnaire on student adjustment was completed by 54 secondary level regular classroom teachers with educable mentally retarded (EMR) students in their classrooms. Results revealed that the teachers did not rate EMR Ss very well in social, emotional-psychological, or academic performance. Academic performance was rated much more negatively than the other two areas. Indicators of friendliness, liking teachers, and cooperativeness were the only social area skills rated satisfactory or better. Lowest mean ratings for sociability were those identifying a close relationship of EMR Ss with non-EMR Ss and participation in extracurricular areas. Lowest averages in the emotional-psychological area went to positive self concept, volunteering for extra work, and absence of frustration. Five recommendations were made, including the need for uniform procedures for evaluating EMR Ss and the need for realistic teacher expectations of EMR students. (CL)
Abstractor:	N/A
Reference Count:	0

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Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Secondary Education

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