Educating the Mildly Retarded: A Review

Abstract

A review of articles and comments emanating from Dunn's (1968) criticisms of the education of the mildly retarded is presented to analyze some of the facets of the current controversy. Many writings prior and subsequent to Dunn's are cited to show a growing disenchantment with the current course of special education and the lack of viable alternatives currently available. The review is concluded with an emphasis on change rather than reaction and on the desire that inappropriate practices be altered rather than abolished as advocated by some writers.

A Little Less Special and a Lot More Children: The Implications for Teacher Educators of Changes to the Perspective of Special Education

“…There have been numerous attempts to evaluate the educational and social effects of special education as compared to "normal" school experiences (William and Gruber, 1967;Dunn, 1968;Hammons, 1972). The general consensus of research evidence seems to be that in some instances, for children placed in special provisions, the social/emotional development of the child has been maintained or enhanced, but that academic achievement is no better than that obtained for children in "normal" classrooms.…”

A Comparative Longitudinal Analysis of Special Education Groups

“…However, there has been surprisingly little systematic research to evaluate the efficacy of these or other types of provisions. The results of the American studies seem to be inconclusive (Hammons, 1972) and the British studies Green, 1969;Ascher, 1970;Rutter et al, 1970) also emerge with conflicting results (Tizard, 1966;Pilling, 1973). This paper presents the results of a longitudinal analysis of the school performance of four groups of children not all of whom were necessarily labelled ESN.…”