Abstract
Three educable mentally retarded children who had previously been placed in special self contained classrooms were integrated with 22 nonhandicapped children in a third grade classroom during the first year of the North Sacramento Model Program. A similar number were integrated into a fourth grade classroom during the second year of the project. A precision teaching procedure was used with both experimental groups. Control groups of educable mentally retarded and educationally handicapped children in regular classrooms were maintained. Results indicate that the handicapped and nonhandicapped children in the integrated setting improved as much or more than did their controls in academic skills, social behavior, and attitude change.
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