Self-derogations in young retardates and special class placement.

Abstract

The article reports a segment of a larger investigation into the efficacy of special homogeneous classes for educable (Binet IQ 60 to 85) mentally handicapped (hereafter referred to as EMH) children. It is suggested that the implications of this research are relevant to the social psychology of deviancy and childhood, generally. Advocates of special classes for EMH children contend that, among other advantages, these classes promote in the children the acquisition of a more nearly realistic and healthy self-concept. This contention is based upon the assumption that regular class placement confronts the EMH child with standards so out of reach that he has no substantial basis for self-evaluation. It is further assumed that the EMH child who works in a setting wherein he can operate at a rate that is consistent with his learning characteristics will thereby learn to recognize the reality of his assets and liabilities. Past investigations (1, 2) of academic progress in special classes offer little clear-cut evidence for or against the utility of these classes. However, the bulk of studies tend to support the contention of superior social adjustment for the EMH child placed in a special class (3, 12). Jordan and DeCharmes (7) suggest that this superior social adjustment may be attributed to the EMH child's fear of failure experienced in a regular grade, due to the pressure for academic achievement; this pressure is not felt by the child in the special class. While the argument for special class placement is generally accepted, it overlooks the implications of the placement itself on self-concept. The question must be raised: What impact is there on the youngster's self-perception when he is singled out from a classroom of friends and neighbors