Abstract
Questionnaires were sent to parents of mildly retarded children in special education classes. The results of the study, designed to involve the parents concerning their child's education, were of two kinds. First, significant differences were found between respondents and nonrespondents on socioeconomic status and children's IQ level. Second, those who did respond evidenced intense feelings toward the problem under question, the classificatory labeling of the children. Parental responses reinforced changes planned by the school. An obvious need for parents of mildly retarded children is a parent education program to provide an opportunity for increased involvement and to strike at many misconceptions which persist regarding retardation.
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