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|Title:||Children with Mental Retardation and their Academic Performance.|
|Publisher:||Kampala International University, School of Education, Open and Distance and E-learning|
|Abstract:||The purpose of the study was to investigate the academic performance of children with mental retardation. Parents, professionals, and researchers inclusively participated in the study and this also demonstrated a more defined impact of the overall trend carried through the study process. The scope has also been aided by deriving information which would be appropriately reclassified basing on the most appropriate placement for children with mental retardation. To shed light on the efficacy of integration, several studies were reviewed on the academic and social attainments of school-age children with mental retardation. Results show that children in general education classes do not attain social acceptance of children with mental retardation is low as compared with that of their peers. When comparing children with mental retardation in general education and special education classrooms, integrated students perform better than their comparable segregated students on measures of academic achievement and social competence. Other variables are discussed that might affect child outcomes, and related recommendations are given for future research.|
|Description:||A Research Report Submitted to the College of Education Open and Distance Learning in Partial Fulfillment of The Requirements for the Award of Bachelor’s Degree in Special Needs Education of Kampala International University.|
|Appears in Collections:||Bachelor of Special Needs Education|
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