Children with Mental Retardation and their Academic Performance.
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Date
2013-05
Authors
Journal Title
Journal ISSN
Volume Title
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.
Keywords
Academic Performance, Mental Retardation, Children