Sociometric Status of Retarded Children in an Integrative Program

Abstract

This study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. The results indicated that the educable children in this study were no better accepted in regular classes than were educable children in previous studies for whom such supportive resource room services had not been made available. However, considerable overlap in sociometric acceptances and rejections were found between the educable children and other pupils in the regular classes.