Educable Mentally Handicapped Research Articles

Special Education or Racial Segregation: Understanding Variation in the Representation of Black Students in Educable Mentally Handicapped Programs

The disproportionate representation of black students in special education programs has been well documented, yet explanations for the overrepresentation are rare. Using a unique sample of U.S. public school districts (N = 981), this article examines the effects of local racial and political-economic structures, school district characteristics, and school desegregation politics on the representation of black students in educable mentally handicapped (EMH) programs. The findings demonstrate that a minority presence in the school district and economic resources and black political resources in the community as well as various dimensions of school desegregation politics are associated with the representation of black students in EMH programs. This research provides further evidence that racial differences in educational placement are related to structures of opportunity in school districts and the communities they serve and that the placement process should be the focus of continued study.

Special Education or Racial Segregation: Understanding Variation in the Representation of Black Students in Educable Mentally Handicapped Programs

The disproportionate representation of black students in special education programs has been well documented, yet explanations for the overrepresentation are rare. Using a unique sample of U.S. public school districts (N = 981), this article examines the effects of local racial and political-economic structures, school district characteristics, and school desegregation politics on the representation of black students in educable mentally handicapped (EMH) programs. The findings demonstrate that a minority presence in the school district and economic resources and black political resources in the community as well as various dimensions of school desegregation politics are associated with the representation of black students in EMH programs. This research provides further evidence that racial differences in educational placement are related to structures of opportunity in school districts and the communities they serve and that the placement process should be the focus of continued study.

Early Risk Factors for Mental Retardation: Role of Maternal Age and Maternal Education

The predictive value of maternal age and education in relation to rates of administratively defined mental retardation in a 3-year birth cohort (N = 267,277) was studied. Low maternal education placed individuals at increased risk for both educable mentally handicapped (EMH) and trainable mentally handicapped (TMH) placements. Older maternal age was associated with increased risk of mental retardation, but for individuals with EMH, this age effect was only seen in the lowest education group. In terms of population-level risk, it was younger mothers with 12 years of education or less whose births were associated with the greatest proportion of mental retardation. From a public policy viewpoint, children born to mothers with low levels of education are an important group to target for prevention/early intervention efforts.

Teaching Mathematics to Adolescents Classified as Educable Mentally Handicapped

This study examined the effects of teaching adolescents classified as having educable mental handicaps (EMH) to solve four-column subtraction problems involving regrouping through three different methods: (a) pencil and paper, (b) calculators, and (c) calculators employing a rehearsal strategy using problems containing visual cues. The students classified as EMH (five females and two males) were enrolled in a self-contained special education class in a junior high school. Forty-four eighth-grade general education students were selected from the same school to participate in a preexperimental, noninstructional, peer group assessment. An ABCD, single-case experimental design was used, with multiple probes introduced at staggered intervals. Days per phase ranged from 4 to 10. Two maintenance phases were scheduled, the first immediately after the last instructional phase, and the second 26 days later. The results indicated significant differences in performance favoring calculators over pencil and paper for each student classified as EMH. No difference in performance was found for the sample of general education students across computational modes; however, a split point (cutoff score) was found at 17.5 correct digits per minute with pencil and paper, which predicted a student's best computational mode. Rehearsal and visual cues significantly influenced correct performance for only one student classified as EMH. Maintenance of correct performance with calculators over time was excellent for each pupil. A positive relationship was found between the number of head swings used to input digits into a calculator and computational time. Without calculators, the students classified as EMH were markedly inferior to their general education peers; however, with calculators the performances were equivalent. Several clinical issues involved in conventional and calculator instruction for students with special needs are discussed.

A Comparative Analysis of the "Holding Power" of General and Exceptional Education Programs

Exceptional education programs contain many of the characteristics associated with effective dropout-prevention programs. However, little is known about the effectiveness of exceptional education as a dropout-prevention program. This article presents the results of a comparative study of the “holding power” of a large school district's general education program and the holding power of the following exceptional education programs: specific learning disabilities (SLD), emotionally handicapped (EH), educable mentally handicapped (EMH), and gifted. An ex post facto design was used, and data were obtained from the computer records of 8,800 tenth-grade students. Data analyses revealed significant differences between the holding power of the general program and the SLD and gifted programs. Suggestions for strengthening the holding power of exceptional education programs and directions for future research are included.

Knowledge, Decision Making, and Performance in Table Tennis by Educable Mentally Handicapped Adolescents

The effect of knowledge on decision making and performance of educable mentally handicapped (EMH) adolescents was studied in a simulated table tennis situation. In two experiments, knowledge about where the ball would land on the table was manipulated. The position the players selected to return the ball was affected by the knowledge (uncertainty) associated with its future landing location. Depending upon the degree of uncertainty, results indicated the players used (a) a total preparation for one particular event strategy, (b) a partial preparation for one particular event strategy, or (c) a no-preparation for one particular event strategy. Further, knowledge about the ball’s future landing location affected the decision about the type of stroke to use and had a minimal effect on the number of balls hit. Overall, these results demonstrate an intricate relationship between knowledge, decision making, and performance in a simulated racket sport by EMH adolescents.

Reliability of the Health Related Fitness Test for Mainstreamed Educable and Trainable Mentally Handicapped Adolescents

This study investigated the reliability and suitability of the Health Related Physical Fitness Test for mainstreamed educable mentally handicapped (EMH) and trainable mentally handicapped (TMH) adolescents. A total of 126 12- to 15-year-old male and female nonhandicapped (NH), EMH, and TMH adolescents were administered the following tests: modified sit-ups, sit and reach, 880-yard run, and skinfold fat measure (triceps only). Reliability coefficients were obtained using an interclass correlation formula. Deviations in test performance were recorded on a checklist. Modified sit-ups, sit and reach, and skinfold fat measurement were determined to be reliable and suitable for use with mainstreamed EMH/TMH adolescents. Reliability scores for the 880-yard run were fair for NH, good for EMH, and excellent for TMH subjects. Procedural deviations in the 880-yard run by TMH adolescents raised questions about the suitability of this test for these subjects. Proper orientation, an allowance for practice, and the development of an appropriate test environment appeared to be important aspects of test preparation for adolescents functioning at a below normal intellectual level.

Self-instructional training: cognitive behavior modification for remediating arithmetic deficits.

Research on self-instructional training (cognitive behavior modification) is reviewed in an attempt to establish a rationale and logic for the use of cognitive-behavioral interventions to remediate the academic deficits of exceptional learners. In addition, an experiment is described that compared self-instructional training plus systematic instruction to systematic instruction. Subjects were 24 educable mentally handicapped (EMH) and 13 learning disabled (LD) students, 9–12 years of age. The students were randomly assigned to either a self-instructional or a contrast group. The results indicated (a) a significant difference in the posttest, in favor of the self-instructional group, on the operations area of the KeyMath Diagnostic Test, (b) an apparent difference in favor of the self-instructional group on the generalization measure, (c) a significant measures effect on each dependent variable, regardless of group, and (d) a significant difference in favor of the LD students. Discussion includes the relevance of a systematic approach to training, a multiple-component explanation of the effect of the self-instructional approach, implications for application, and suggestions for further research.

The WISC-R as a Predictor of WRAT Achievement for Educable Mentally Handicapped Students

The present study investigated the predictive validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ relative to the Wide Range Achievement Test (WRAT) Reading, Spelling, and Arithmetic subtests as criterion measures for a group of 61 educable mentally handicapped (EMH) students in a public school setting. The results of a multivariate multiple regression analysis indicated that WISC-R Full Scale IQ did not yield valid prediction of achievement as measured by the WRAT subtests. Cautions are presented with regard to generalizing the current findings to other student populations.

Career Education for Educable Mentally Handicapped

Career Education for Educable Mentally Handicapped

Regular and special class teachers' perceptions of normal and exceptional children and their attitudes toward mainstreaming

This study compared regular and special teachers' descriptions of a hypothetical educable mentally handicapped (EMH) child, a hypothetical learning disabled (LD) child, and a hypothetical normal child and investigated teacher attitudes toward mainstreaming. A sample of 61 teachers of EMH, LD, and regular classroom children from a suburban school district in northeast Kansas were asked to complete the Leary Interpersonal Check List on hypothetical EMH, LD, and normal 10-year-old males. The teachers also answered 15 multiple choice questions on mainstreaming. Findings indicated that the three teacher groups were in agreement in viewing the child types differently. In addition, the three teacher groups differed in their attitudes toward mainstreaming. The EMH and LD teachers were more accepting of mainstreaming retarded and LD children than were the regular classroom teachers, and all teacher groups supported mainstreaming the LD child more than the retarded child. The results have implications for the mainstreaming movement and suggest that further investigation into teacher variables is needed to promote successful mainstreaming for the handicapped.

Some observations of children's reactions to computer-assisted instruction

In January of 1969 twelve terminal for computer-assisted instruction (CAI), each consisting of a key set and a television display (fig. 1), were installed in a small room in Washington Elementary School, Champaign, Illinois, as part of the Programmed Logic for Automatic Teaching Operation (PLATO) project at the University of lllinoi, Urbana. We wi hed to learn how the computer could but be used to supplement the arithmetic classroom. Therefore, we experimented widely in the types of lesson we wrote. Moreover, we involved children of all age and ability group available in the K-6 school, including the educable mentally handicapped (EMH).

A Review of Research: Reading and the Educable Mentally Handicapped

This paper reviews the literature dealing with the importance of reading to educable mentally handicapped (EMH) children, the characteristics of EMH children which influence the acquisition of reading skills, and current approaches to teaching reading to the mentally handicapped. The implications of this research to the teaching of reading are summarized.

Programed Instruction for the Mentally Retarded

THIS is the first REVIEW chapter devoted to research on programed instruction (PI) for the mentally retarded; however, Stolurow (1960b, 1961b), in an article and a monograph, reviewed the few PI studies using mentally retarded children. Silberman's excellent chapter in the April 1962 REVIEW included several subsequent reports. The earlier studies, based primarily on language programs, indicated that programed instruction was indeed feasible for, and applicable to, educable mentally handicapped (EMH) children and slow learners. Without normative behavioral data based upon alternative methods of instruction, it is not possible to make quantitative comparisons with other methods of instruction. However, the relative efficiency of programed instruction and of other methods is typically less important as an issue in the education of the retarded than in the education of children of average or superior intellectual status. Those who are institutionalized, for example, often have minimal educational opportunities. Hence, any use of effective methods would be helpful. This chapter attempts to represent the kinds of proposals, plans, and findings that are developing. It reviews the types of studies and the plans and findings of the investigators, however tentative and sketchy they may be. Although every effort was made to achieve completeness, the chapter probably is incomplete.

A speech and language program for educable mentally handicapped children.

No AccessJournal of Speech and Hearing DisordersForum1 Aug 1962A Speech and Language Program for Educable Mentally Handicapped Children Gerald G. Freeman, and Jean Lukens Gerald G. Freeman Google Scholar More articles by this author and Jean Lukens Oakland County Board of Education, Pontiac, Michigan Google Scholar More articles by this author https://doi.org/10.1044/jshd.2703.285 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Additional Resources FiguresReferencesRelatedDetails Volume 27Issue 3August 1962Pages: 285-287 Get Permissions Add to your Mendeley library History Published in issue: Aug 1, 1962PubMed ID: 13894887 Metrics Topicsasha-topicsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 1962 American Speech-Language-Hearing AssociationPDF downloadLoading ...