Abstract
The study examined the efficacy of systematic team placement and individualized educational plans (IEP) on enhancing the social integration of educable mentally retarded and learning/behaviorally disturbed children into regular classrooms. The results indicated that team placement decisions and formalized IEPs were' somewhat less effective than unilateral placement and informal programming procedures. The factors of sex and type (normal, EMR, LD/BD) were the primary determinants of social adjustment and acceptance.
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