Special Education for the Mentally Handicapped—A Paradox

Johnson, G. Orville

doi:10.1177/001440296202900202

Cited by 106 publications

(39 citation statements)

References 5 publications

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“…Justification was found in efficacy studies suggesting that the special class may be inappropriate for the education of exceptional children (Dunn, 1968;Johnson, 1962;Kirk, 1964). The research literature, however, has 5 been criticized for a number of methodological flaws that confound unilateral interpretation (Guskin & Spicker, 1968;MacMillan, 1971).…”

Section: Special Versus Regular Class Placementmentioning

confidence: 99%

The Efficacy of Special Education Interventions and Practices: A Compendium of Meta-Analysis Findings

Kavale¹,

Glass²

2018

Exceptional

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Special education, by definition and in practice, serves an exceptional clientele, provides curricula, utilizes unique materials, and employs distinct methods and techniques for t(?aching. Although these characteristics set it apart, they also raise the question of how effective are the unique procedures used in special education. Mil of sky ( 1974) suggested that, despite the growth in special education over the last quarter century, the results have been less than special. The question: Is special education special?As a discipline, special education has produced a voluminous and variegated data base. The findings from individual studies have proved to be conflicting, variable, and sometimes paradoxical. Special education research, like other domains of inquiry, produces fragile findings. This should not be interpreted, however, to imply that special education research is either inconsequential or devoid of meaning . and inspiration ( Cruickshank, 1978). In fact, Light ( 1979) suggested that agreement in results may not always be the sought after goal, and variation in research findings should not be vilified but, rather, explicated for the possibility of finding important information.The findings from individual studies are best harnessed by systematic synthesis, not by proliferation of primary research. Knowledge must be cumulative, and if accumulated results can provide general and accurate conclusions, policy makers in special education will be in a position to implement decisions with confidence. METHODS OF RESEARCH SYNTHESISIn the past, research synthesis was shaped by the size of the research literature. For example, the question of the efficacy of special versus regular class placement Kenneth Kavale

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Section: Special Versus Regular Class Placementmentioning

confidence: 99%

The Efficacy of Special Education Interventions and Practices: A Compendium of Meta-Analysis Findings

Kavale¹,

Glass²

2018

Exceptional

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show abstract

“…Amid this growth, however, an increasing number of investigators have questioned the efficacy of special education classes for the mildly handicapped (Cruickshank, 1971;Deno, 1970;Johnson, 1962) and training programs for preparing teachers of the handicapped (Lilly, 1970(Lilly, , 1971Nelson & Schmidt, 1971 ;Blatt, 1966). The roots of such criticism are probably diverse: technological developments, changing societal conditions, a demand for accountability, dissatisfaction with traditional programs, new concepts· of management, availability of federal monies for exploratory and experimental programs, litigation by parents and agencies against biased testing and labeling.…”

Section: Preparing Competent Teachersmentioning

confidence: 99%

Mainstreaming for the Secondary Educable Mentally Retarded: Is It Defensible?

Clark¹

1975

focusXchild

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“…A number of authors, for example, have discussed the inappropriateness of special class placement for educating many children classified as mentally retarded ( cf. Christophos & Renz, 1969;Deno, 1970;Johnson, 1962;. ( Most of the present controversy has focused primarily on the issue of special class placement for borderline retarded children with IQ's between approximately 70 and 85.…”

Section: Robert H Bruininks and John E Ryndersmentioning

confidence: 99%

“…Presented below are brief discussions of research findings and persistent assumptions related to this controversy. ), Milazzo (1970, Kidd (1970), Johnson (1962), , and Christophos and Renz (1969).…”

Section: General Findings and Assumptionsmentioning

confidence: 99%

“…[The reader is directed to writings of Cegelka & Tyler ( 1970), Goldstein ( 1967), Guskin & Spicker ( 1968, Johnson ( 1962), Kirk ( 1964), andMacMillan ( 1971) for thorough discussions of the research findings in this area.] Early efforts focused on contrasting retarded children enrolled in regular classes with those in special classes within the same school systems.…”

Section: The Evidencementioning

confidence: 99%

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